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研究生:林淑美
研究生(外文):Shu-mei Lin
論文名稱:交互教學法對國小五年級學生在科學性文章閱讀理解之研究
論文名稱(外文):The effectiveness of reciprocal teaching instruction on reading comprehension in science text for elementary school fifth grade students
指導教授:黃盛雄黃盛雄引用關係
指導教授(外文):Sheng-hsiung Huang
學位類別:碩士
校院名稱:臺中師範學院
系所名稱:語文教育學系碩士班
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2004
畢業學年度:91
語文別:中文
論文頁數:232
中文關鍵詞:交互教學法閱讀理解後設認知知識閱讀態度科學性文章
外文關鍵詞:reciprocal teachingreading comprehensionMetacognitive KnowledgeReading AttitudeScience Text
相關次數:
  • 被引用被引用:81
  • 點閱點閱:999
  • 評分評分:
  • 下載下載:244
  • 收藏至我的研究室書目清單書目收藏:22
摘 要
本研究的目的在探討交互教學法對國小五年級學生在科學性文章閱讀理解、後設認知知識及閱讀態度的影響,以作為老師在指導學生閱讀科學文章時之參考。
本研究採「不相等控制組前後測設計」之準實驗研究法進行教學實驗,實驗對象為台中市重慶國小五年級兩個班級共70名學生,其中一個班級34名學生為實驗組,另一個班級36名學生為控制組。實驗組學生接受科學性文章的交互教學策略,每週2節,為期10週,共800分鐘之實驗教學;控制組則實施一般傳統性的閱讀教學,自行閱讀相同的材料,其時程與實驗組相同。
本研究之主要結果如下:
一、 在科學性文章閱讀理解方面:
接受交互教學訓練的實驗組學生在「科學性文章閱讀理解測驗」所得之分數顯著高於控制組學生。
二、 在科學性文章後設認知知識方面:
1. 實驗組學生在「科學性文章閱讀自我效能分量表」所得之分數分數與控制組的學生無顯著差異。
2. 實驗組學生在「科學性文章閱讀性質分量表」所得之分數與控制組的學生無顯著差異。
3. 實驗組學生在「科學性文章閱讀策略分量表」所得之分數顯著高於控制組學生。
三、 科學性文章閱讀態度方面:
1. 實驗組學生在「科學性文章閱讀興趣分量表」所得之分數顯著高於控制組學生。
2. 實驗組學生在「科學性文章閱讀挑戰分量表」所得之分數與控制組學生無顯著差異。
3. 實驗組學生在「科學性文章閱讀價值分量表」所得之分數顯著高於控制組學生。
四、 實驗組學生對交互教學大多持肯定正面的態度,但覺得摘要策略較為困難。
The effectiveness of reciprocal teaching instruction on reading
comprehension in science text for elementary school fifth grade
students.
Shu-mei Lin
Advisor:Sheng-hsiung Huang
Abstract
The purpose of this study was to assess the effectiveness of reciprocal teaching instruction on reading comprehension, meta-cognitive knowledge, reading attitude in science text for elementary school fifth grade students, and give suggestions for elementary school to reading science text instruction.
An experiment with pretest-posttest nonequivalent-control-group design was conducted. The subjects were 70 fifth grade students in 2 classes drawn from Chung Ching elementary school in Taichung city. Thirty-four students in one class were assigned to the experimental group, and Thirty-six students in the other class were to the control group. The experimental group received two section of each week, and 10 units of reciprocal teaching instruction in science reading. Each unit was taught in 80 minutes, and 800 minutes were needs for all of the 10 teaching units. The experiment was extended for a period of 10 weeks.
The results of this experiment were as the following:
1.Regarding the “Reading comprehension in science text”:
The experimental group had a higher score on reading comprehension test than the control group.
2.Regarding the “Meta-cognitive Knowledge Test on Science Text”:
a. The experimental group had a higher score on “ Self-efficiency in Science Text Reading Test” than the control group.
b. There was no significant difference between the experimental group and the control group on the scores of the subscales of the “Nature of Science Text Reading”.
c. The experimental group had a higher score on “ Strategies in Science Text Reading” than the control group.
3.Regarding the “Reading Attitude Inventory on Science Text”:
a. The experimental group had a higher score on “ Interest in Science Text Reading ” than the control group.
b. There was no significant difference between the experimental group and the control group on the scores of the subscales of the “Challenge of Science Text Reading”.
c. The experimental group had a higher score on “ Value-evaluation in Science Text Reading ” than the control group.
4. The experimental group held positive attitude toward reciprocal teaching instruction, but there were still some difficulties on their summarizing strategies.
交互教學法對國小五年級學生在科學性文章閱讀理解之研究
目 錄
第一章 緒 論
第一節 研究動機與目的------------------------------------------------------------ 1
第二節 研究問題與假設------------------------------------------------------------ 6
第三節 名詞定義----------------------------------------------------------------------- 8
第四節 研究限制--------------------------------------------------------------------- 11
第二章 文獻探討
第一節 交互教學法的理論基礎及內涵---------------------------------------- 13
第二節 交互教學法與閱讀理解------------------------------------------------- 37
第三節 閱讀理解策略與後設認知---------------------------------------------- 51
第四節 交互教學策略與閱讀理解成效的相關研究------------------------ 65
第三章 研究方法
第一節 研究對象-------------------------------------------------------------------- 75
第二節 研究設計-------------------------------------------------------------------- 75
第三節 研究工具-------------------------------------------------------------------- 79
第四節 研究步驟-------------------------------------------------------------------- 88
第五節 課程實施方式------------------------------------------------------------- 91
第六節 資料處理------------------------------------------------------------------- 95
第四章 結果與討論
第一節 交互教學法對學生在科學性文章閱讀理解能力的影響-------- 97
第二節 交互教學法對學生在科學性文章後設認知知識的影響-------- 102
第三節 交互教學法對學生在科學性文章閱讀態度的影響------------ 110
第四節 實驗組學生對於交互教學策略的理解與運用以及實驗
課程的意見之反應結果----------------------------------------------------- 116
第五章 結論與建議
第一節 研究發現與結論---------------------------------------------------------- 127
第二節 建議------------------------------------------------------------------------- 129
參考書目
一、 中文部分-------------------------------------------------------------------------- 133
二、 英文部分-------------------------------------------------------------------------- 136
附 錄
附錄一 自然科成就測驗 --------------------------------------------------------- 1
附錄二 閱讀理解測驗(一)--------------------------------------------------- 7
附錄三 閱讀理解測驗(二)------------------------------------------------------- 13
附錄四 科學性文章後設認知知識測驗---------------------------------------19
附錄五 科學性文章閱讀態度量表---------------------------------------------23
附錄六 交互教學學習意見回饋表---------------------------------------------- 27
附錄七 閱讀教學材料--------------------------------------------------------------31
附錄八 交互教學策略活動設計------------------------------------------------- 55
附錄九 同意書----------------------------------------------------------------------- 91
表 目 次
表2-1 國內有關交互教學之研究------------------------------------------------------- 69
表2-2 國外有關交互教學之研究------------------------------------------------------- 71
表3-1 研究樣本設計----------------------------------------------------------------------- 75
表3-2 本實驗設計之模式----------------------------------------------------------------- 76
表3-3 實驗設計的內容-------------------------------------------------------------------- 78
表3-4 科學文章閱讀理解測驗(一)之試題分析結果--------------------------- 82
表3-5 科學文章閱讀理解測驗(一)實施與計分方式--------------------------- 83
表3-6 科學文章閱讀理解測驗(二)之試題分析結果--------------------------- 85
表3-7 科學文章閱讀理解測驗(二)實施與計分方式--------------------------- 86
表 3-8 兩組教學方式、教學流程及教學內容之比較----------------------------- 90
表4-1 兩組學生在自然科成就測驗和閱讀理解測驗之平均數與標準差----- 98
表4-2 兩組學生在自然科成就測驗和科學性文章閱讀理解測驗分數之
迴歸同質性-------- ------------------------------------------------------------- 98
表4-3 兩組學生在科學性文章閱讀理解測驗分數之共變數分析摘要表------ 99
表4-4 兩組學生在科學性文章閱讀理解測驗之調整後之平均數---------------- 99
表4-5 兩組學生在「科學性文章閱讀的自我效能分量表」分數之平均
數與標準差------------------------------------------------------------------------103
表4-6 兩組學生在科學性文章閱讀自我效能分數之迴歸同質性考驗摘
要表--------------------------------------------------------------------------------- 103
表4-7 兩組學生在科學性文章閱讀自我效能分數之共變數分析摘要表----- 103
表4-8 兩組學生在「科學性文章閱讀的性質分量表」分數之平均數與
標準差------------------------------------------------------------------------------ 104
表4-9 兩組學生在科學性文章閱讀性質分數之迴歸同質性考驗摘要表----- 104
表4-10兩組學生在科學性文章閱讀性質分數之共變數分析摘要表------------ 105
表4-11 兩組學生在「科學性文章閱讀的策略分量表」分數之平均數與
標準差----------------------------------------------------------------------------- 105
表4-12 兩組學生在科學性文章閱讀策略分數之迴歸同質性考驗摘要表--- 106
表4-13 兩組學生在科學性文章閱讀策略分數之共變數分析摘要表--------- 106
表4-14 兩組學生在科學性文章閱讀策略分量表之調整後之平均數--------- 107
表4-15 兩組學生在「科學性文章閱讀興趣分量表」分數之平均數與
標準差------------------------------------------------------------------------------ 110
表4-16 兩組學生在科學性文章閱讀興趣分量表之迴歸同質性考驗摘
要表--------------------------------------------------------------------------------- 111
表4-17 兩組學生在科學性文章閱讀興趣分量表之共變數分析摘要表----- - 111
表4-18 兩組學生在科學性文章閱讀興趣分量表之調整後之平均數---------- 111
表4-19 兩組學生在「科學性文章閱讀挑戰分量表」分數之平均數與
標準差------------------------------------------------------------------------------ 112
表4-20 兩組學生在科學性文章閱讀挑戰分量表之迴歸同質性考驗摘
要表------------------------------------------------------------------------------- 112
表4-21 兩組學生在科學性文章閱讀挑戰分量表之共變數分析摘要表---- -- 113
表4-22 兩組學生在「科學性文章閱讀價值分量表」分數之平均數與
標準差----------------------------------------------------------------------------- 113
表4-23 兩組學生在科學性文章閱讀價值分量表之迴歸同質性考驗摘
要表------------------------------------------------------------------------------ 114
表4-24 兩組學生在科學性文章閱讀價值分量表之共變數分析摘要表---- -- 114
表4-25 兩組學生在科學性文章閱讀價值分量表之調整後之平均數------- -- 114
表4-26 實驗組學生對於交互教學策略的理解與運用之反應結果---------- -- 118
表4-27 實驗組學生對於閱讀課程教學意見之反應---------------------- --------- 123
圖 目 次
圖2-1 黃瓊儀(民85)交互教學流程圖-------------------------------------------- 36
圖3-1 研 究 架 構----------------------------------------------------------------------- 78
圖3-2 本研究交互教學之流程圖------------------------------------------------------ 94
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