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研究生:曾彥翰
研究生(外文):Yen-Han Tseng
論文名稱:文章結構教學對增進國小聽覺障礙學生說明文閱讀理解成效之研究
論文名稱(外文):The Effects of Text Structure Instruction on the Reading Comprehension of Elementary Students with Hearing Impairment
指導教授:蔡昆瀛蔡昆瀛引用關係
學位類別:碩士
校院名稱:臺北市立教育大學
系所名稱:身心障礙教育研究所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2006
畢業學年度:94
語文別:中文
論文頁數:198
中文關鍵詞:聽覺障礙學生文章結構說明文閱讀理解
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文章結構教學對增進國小聽覺障礙學生說明文閱讀
理解成效之研究

摘 要
本研究旨在探討文章結構教學對增進國小聽覺障礙學生說明文閱讀理解之成效。研究者採立意取樣,選取三位台北市某國小高年級之聽覺障礙學生為研究對象。本研究之教學設計以文章結構教學為主,並搭配教師引導、同儕討論與放聲思考等策略,進行約二個月之實驗教學。本實驗採單一受試研究法之逐變標準設計,自變項為文章構教學,依變項為說明文閱讀理解能力與文章結構分析能力。實驗階段分為基線期、教學介入期與維持期,教學介入期再劃分為文章結構概念教學階段、教師引導階段和獨立應用階段。所得之資料以目視分析檢視文章結分析能力與說明文閱讀理解能力之變化,並以Kendall等級相關來探討文章結構分析能力與說明文閱讀理解能力的相關情形。本研究之發現如下:
一、文章結構教學能提昇國小聽覺障礙學生文章結構分析能力,而且在頂層結構與鉅觀、微觀命題的分析能力上均有進步。
二、 文章結構教學對提昇國小聽覺障礙學生文章結構分析能力具有維持效果。
三、文章結構教學能提昇國小聽覺障礙學生說明文閱讀理解能力,而且在明示性問題、隱含性問題與涉及個人經驗的問題理解上均有進步。
四、 文章結構教學對國小聽覺障礙學生說明文閱讀理解能力的提昇具有維持效果。
五、國小聽覺障礙學生的文章結構分析能力與說明文閱讀理解能力具有正相關。
The Effects of Text Structure Instruction on the Reading Comprehension of Elementary Students with Hearing Impairment
Yen-Han Tseng
Abstract

The purpose of this study is to investigate the effects of text structure instruction on reading comprehension of elementary students with hearing impairment. One fifth-grader and two sixth-graders with hearing impairment were assigned to receive text structure instruction about two months and practice was comprised of text structure instruction with the strategies of teacher assistance, peer discussion and think aloud. The experimental design of this study was changing criterion design of single subject research which was across baseline phase , intervention phase divided into three subphases and maintenance phase. The independent variable of this experimental treatment was text structure instruction, while knowledge of text structure and expository reading comprehension were the dependent variables. With a visual analysis of graphic data and kendall’s coefficient of rank correlation, results of the study were as follows.

1.With the invention of text structure instruction , three subject’s knowledge of text structure increased and its effectiveness lasted during three -week maintenance phase.

2.Text structure instruction improved three subject’s ability to analyze top-level structure , macropropositions and mircopropositions of expository.

3.Expository reading comprehension of three subjects was obviously improved and its effectiveness lasted during three-week maintenancephase.

4.Text structure instruction improved three subject’s textually explicit comprehension, textually implicit comprehension and scriptal comprehension

5.There was significant positive correlation between knowledge of text structure and expository comprehension.
目 次
中文摘要…………………………………………………………Ⅰ
英文摘要……………………………………………………………Ⅲ
目次…………………………………………………………Ⅴ
表次…………………………………………………………Ⅷ
圖次…………………………………………………………Ⅹ
第一章 緒論…………………………………………………………1
第一節 研究動機…………………………………………………1
第二節 研究的目…………………………………………………4
第三節 研究問題…………………………………………………5
第四節 名詞釋義…………………………………………………6
第二章 文獻探討……………………………………………………8
第一節 閱讀理解的理論基礎……………………………………8
第二節 聽覺障礙與閱讀理解…………………………………19
第三節 說明文文章結構與教學研究…………………………33
第三章 研究方法…………………………………………………52
第一節 研究設計………………………………………………52
第二節 研究對象………………………………………………56
第三節 研究工具………………………………………………61
第四節 研究程序………………………………………………68
第五節 教學設計………………………………………………73
第六節 資料處理與分析………………………………………78
第七節 研究流程………………………………………………83
第四章 結果與討論………………………………………………85
第一節 文章結構分析能力之變化……………………………85
第二節 說明文閱讀理解能力之變化………………………102
第三節 文章結構分析能力與說明文閱讀理解能力之相關情形………………………………………………………117
第四節 討論……………………………………………………119
第五章 結論與建議………………………………………………129
第一節 結論…………………………………………………129
第二節 研究限制……………………………………………132
第三節 建議…………………………………………………133
參考文獻………………………………………………………137
附錄 ……………………………………………………………147
附件一 文章結構概念學習單……………………………147
附件二 文章結構應用學習單………………………………161
附件三 文章結構分析學習單範例…………………………165
附件四 自編說明文閱讀理解測驗…………………………166
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