臺灣博碩士論文加值系統

後設認知在閱讀理解上扮演了一個相當重要的角色。但是由於後設認知不僅是內隱的心理歷程，而且是對認知本身的認知，所以在評量上顯得更加困難。目前所採用的測驗方法包括：自陳式量表、錯誤偵測測驗、克漏字測驗、確信評量以及選擇式測驗等皆有其缺點。本研究擬盡可能保留現有評量工具的優點，並克服其部分缺失以修訂一份評量國小高年級閱讀理解後設認知能力之量表、考驗此量表的信效度、並建立量表之嘉義縣（市）地區性常模。
本研究以嘉義市五、六年級學生252名為預試樣本進行預試，以台南縣五、六年級學生181名為信效度樣本，常模樣本則隨機抽取五、六年級學生嘉義縣621名、嘉義市663，共1284名為樣本。正式量表共42題。量表之Cronbachα係數為.70。量表與「國民小學五年級國語標準參照測驗」之「閱讀理解」分測驗之相關為r=.61，p<.01，顯示出本量表具有不錯之同時效度。量表與「閱讀後設認知評量表」之間的相關r = .50，p<.01，顯示本量表具有一定的構念效度。由變異數分析顯示五、六年級學生在量表上的得分有顯著差異(F= 4.65, P<.05)
，與理論相符。另外，本研究根據因素分析的結果抽取七個主要因素（閱讀一般策略知識、閱讀作業知識與認知覺察、閱讀補救策略知識、閱讀語意理解監控、閱讀自我評鑑、閱讀理解監控以及閱讀個體知識），亦大致與理論相符。

The purpose of this study was to develop a reliable and valid"Metacognition of Reading Comprehension Scale (MRCS) for elementary school children in grades 5 and 6".
　 The whole scale has 42 items in total. The administration of the scale requires about 30 to 40 minutes.
　 The subjects of the pilot study were 252 fifth and sixth graders, drawn from two elementary schools. The results of the pilot study were used to do item analysis. Another 181 elementary school students in grades 5 and 6 participated in the reliability and validity studies. The percentile rank and T-score norms of the MRCS were based on 1284 fifth and sixth graders who were drawn from 9 elementary schools in Chiayi city and 14 elementary schools in Chiayi county.
Reliability studies of the MRCS yielded Cronbachαcoefficients ranging from .50 to .70 at .01 significant level. The internal consistency was statistically satisfactory. As to the validity, MRCS was significantly correlated with Reading Comprehension Test and Reading Metacognition Scale. Therefore, the criterion-related validity of MRCS was good. Factor analysis on MRCS items extracted seven factors, i.e., Reading Study Strategies, Reading Task Knowledge and Reading Cognitive Awareness, Reading Fix-up Strategies, Reading Semantic Comprehension Monitoring, Reading Self-evaluation, Reading Comprehension Monitoring, and Reading Personal Knowledge. That shows there was good construct validity ,too.
In conclusion, the Metacognition of Reading Comprehension Scale (MRCS) is a reliable and valid tool for measuring the metacognition of reading comprehension for elementary school children in grades 5 and 6.

目 次
第一章 緒論…………………….………………………..1
第一節 問題背景與研究動機………….……….…….…. 1
第二節 研究目的…………………….….….………….…. 3
第三節 名詞釋義………………………….…..……….…. 4
第四節 研究範圍與限制…………………………………..5
第二章 文獻探討與理論基礎…………….…………….6
第一節 設設認知的定義與主要內涵………..……6
第二節 後設認知與閱讀理解的關係…………....15
第三節 閱讀理解後設認知量表的探討…………41
第三章 研究方法……………………………………………...52
第一節 研究樣本……………………..……………….…..52
第二節研究工具…………………………………………...56
第三節編製過程……………………………………..…….57
第四章 結果與討論………………………………..……64
第一節預試與項目分析…………………..…………..64
第二節信度與效度研究…………………….….……..70
第三節常模之建立……………….………………..….78
第五章 結論與建議…………………………………..…82
第一節結論…………..……….………….………….82
第二節 量表運用範圍與限制….…….…...…….…85
第三節 建議….…….…….…….…….…….……..…86
參考書目……………………………………………..……88
一、中文部分………………………….…….…..…..... 88
二、西文部分…………………….……………..……….89
附錄……………………………………………..…………96
附錄一 閱讀理解後設認知量表（初試）…………..……..96
附錄二 閱讀理解後設認知量表（正式第一次預試）…..115 附錄三 閱讀理解後設認知量表（正式第二次預試）..…130 附錄四 閱讀理解後設認知量表（正式常模版）…………138
附錄五 閱讀理解後設認知量表參考答案………..………146
圖 次
圖2-1 本研究後設認知基本架構圖……………………….14
圖4-1 量表因素分析之陡坡圖……………………….….…73
表 次
表2-1 Brown, Ambusher & Baker理論摘要表………24
表2-2 Linda Baker理解監控評估標準理論摘要表…36
表2-3 後設認知量表形式及其缺點修正對照表……..……49
表3-1 預試樣本班級人數分配表………………….……..…53
表3-2 信效度樣本班級人數分配表………………….……..53
表3-3 常模樣本班級人數分配表…………………….……..54
表3-4 研究過程摘要表……………………………………...58
表3-5 閱讀理解後設認知正式預試內容結構表..…………59
表3-6 閱讀理解後設認知量表題型結構表….…….………62
表4-1 項目分析後刪除題項一覽表…….…………….…….66
表4-2 正式量表內容結構表…………..…………………….68
表4-3 「閱讀理解後設認知正式量表」內在一致性信度…70
表4-4 本量表與「國語標準參照測驗」之相關………..71
表4-5 信效度樣本五、六年級之平均數與標準差….….72
表4-6 量表於不同年級別之變異數分析摘要表…….…..72
表4-7 量表因素分析整體變異解釋量分析表……….…..74
表 4-8 量表直交最大變異法轉軸後之因素矩陣………..75
表 4-9 因素分析與量表試題分佈對照表……………..….76
表4-10 因素分析結果與量表理論成分對照表……..…….77
表4-11 量表與「閱讀後設認知評量表」之積差相關…...78
表4-12 嘉義縣（市）量表之變異數分析摘要表…………79
表4-13 量表之平均數與標準差（嘉義縣市）……………79
表4-14 五、六年級之平均數與標準差………….…………79
表4-15 嘉義縣市原始分數、百分等級與T分數對照表...80
表4-16 五、六年級原始分數與百分等級對照表…….……81

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