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研究生:陳櫻代
研究生(外文):Ine-Dye Chen
論文名稱:概念構圖策略促進閱讀理解能力之研究
論文名稱(外文):The Emperical Study of Concept Mapping on Improving Reading Comprehension Ability
指導教授:張國恩張國恩引用關係
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:資訊教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:1999
畢業學年度:87
語文別:中文
論文頁數:105
中文關鍵詞:閱讀理解概念構圖
外文關鍵詞:readingcomprehensionconcept mapping
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本研究的主要目的是在探討概念構圖策略對閱讀理解能力的促進是否具有立即效果與遷移效果,並提出概念構圖的學習步驟,以供未來學習概念構圖的參考。
本研究以台北市吳興國小五年級四個班級126名學生作為研究對象,隨機分派為四組,分別以概念圖的改錯、概念圖的鷹架學習、概念圖的自行建構及不使用概念圖輔助閱讀。其結果發現:(1)概念圖的使用方式對國小學童的閱讀理解能力的促進效果是 概念圖的改錯明顯優於概念圖的鷹架學習、概念圖的自行建構與不使用概念構圖,而後三者之間並沒有顯著的差異存在。(2) 概念圖的使用方式對國小學童的摘要能力的促進效果是 概念圖的改錯明顯優於概念圖的鷹架學習、概念圖的自行建構與不使用概念構圖以及概念圖的鷹架學習優於概念圖的自行構圖,而概念圖的自行構圖與不使用概念構圖之間沒有顯著差異存在。(3)不同的概念圖使用方式,對不同閱讀能力學習者在閱讀理解能力與摘要能力的促進上,並沒有造成不同的輔助效果。
The main purpose of this research is to investigate the immediate and transfer effects of concept mapping on reading comprehension.
The subjects were 126 fifth grade readers from an elementary school in Taipei city. Through random assignment, the readers were assigned to one of four treatment groups: "Concept Map Error Detecting", "Concept Map Scaffolded Learning", "Concept Map Self-Constructing" and "Control" groups.
Through this experiment, we find three results: (1) In the immediate effect of concept mapping on reading comprehension, the "Concept Map Error Detecting" group scores significantly higher than the other three groups, which score no significant differences among one another. (2) In the transfer effect of concept mapping on summarization , the "Concept Map Error Detecting" group scores significantly higher than the other groups. And "Concept Map Scaffolded Learning" group scores significantly higher than "Concept Map Self-Constructing" and "Control" groups which score no significant differences between each other.
目錄
附表目錄………………………………………………………………… vi
附圖目錄………………………………………………………………… vii
第一章 緒 論………………………………………………………………1
第二章 文獻探討………………………………………………………… 5
2-1閱讀理解的意義……………………………………………………… 5
2-2閱讀理解策略的相關研究…………………………………………… 6
2-2-1 促進閱讀理解能力的策略類型……………………………………6
2-2-2 圖解策略相關研究探討……………………………………………8
2-2-3 摘要策略相關研究探討……………………………………………12
2-3概念構圖理論及相關研究…………………………………………… 14
2-4 鷹架教學原理相關介紹………………………………………………18
2-5 研究設計………………………………………………………………20
第三章 研究方法………………………………………………………… 29
3-1 實驗對象………………………………………………………………29
3-2 實驗設計………………………………………………………………29
3-3 實驗教材………………………………………………………………30
3-4 實驗工具………………………………………………………………32
3-5 實施程序………………………………………………………………34
第四章 實驗結果與討論…………………………………………………35
4-1不同概念圖使用方式促進閱讀理解能力之成效分析……………… 35
4-2不同概念圖使用方式促進摘要能力之成效分析…………………… 39
4-3概念構圖問卷分析…………………………………………………… 42
4-4討論…………………………………………………………………… 44
第五章 結論與未來發展方向…………………………………………… 50
5-1結論…………………………………………………………………… 50
5-2未來發展方向………………………………………………………… 51
附錄一 前測試題………………………………………………………… 52
附錄二 後測試題………………………………………………………… 59
附錄三 訓練課程教材…………………………………………………… 66
附錄四 概念構圖問卷…………………………………………………… 83
附錄五 概念構圖閱讀輔助系統………………………………………… 84
參考著作……………………………………………………………………99
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