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研究生:謝宗翰
研究生(外文):Zong-Han Hsieh
論文名稱:應用SQ3R閱讀引導機制促進英文閱讀之理解
論文名稱(外文):Applying SQ3R Reading Guidance Mechanism for Improving English Reading Comprehension
指導教授:陳年興陳年興引用關係
指導教授(外文):Nian-Shing Chen
學位類別:碩士
校院名稱:國立中山大學
系所名稱:資訊管理學系研究所
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:中文
論文頁數:82
中文關鍵詞:閱讀理解電子書閱讀器策略落實引導機制SQ3R閱讀策略
外文關鍵詞:Strategy implementationGuidance mechanismReading comprehensionE-book readersSQ3R reading strategy
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近年來隨著科技的發展與進步,行動設備應用在教育上的例子日漸增加。其中電子書閱讀器具備了可攜性與便利性,能讓學習者隨時隨地進行閱讀與學習,因此非常適合用來建置一個支援學習者閱讀的環境。然而現階段在電子書閱讀器上的教學設計仍然相當缺乏,因此本研究嘗試將SQ3R閱讀策略整合至電子書閱讀器當中,藉此輔助學習者的閱讀歷程。過去有很多的研究指出SQ3R是一套有效的閱讀方式,能夠有效提升閱讀理解的成效。然而值得考量的是,在學習者還沒有熟悉策略當中的每一步驟與細節前,可能會產生困惑、不知道該如何進行的狀況,如此一來閱讀策略將無法產生效用。因此本研究進一步提出SQ3R閱讀引導機制,針對策略當中的各項步驟設計一套對應的引導支援方式,並整合在學習者的閱讀過程當中,藉此引導學習者依照SQ3R閱讀策略進行閱讀,有效落實策略並提升閱讀理解的成效。本研究採用實驗法來驗證SQ3R閱讀引導機制的對閱讀理解的效果,並輔以策略熟悉度問卷來了解引導機制的效果。結果發現在沒有引導機制的協助之下,閱讀策略的有無對於閱讀理解的成效沒有顯著的差異,而在給予閱讀策略與引導機制的狀況下,閱讀理解成效才能顯著提升。此外問卷的分析結果也顯示引導機制可以協助學習者按照策略進行閱讀。本研究亦根據研究結果提出學術研究與教學實務上的建議。
Mobile devices are more and more popular in recent years. As a result, many educational applications were developed to support learning activities on mobile devices. The portability of e-book readers allows learners to read anytime and anywhere they like to read. Because of these features, an e-book reader can be an ideal reading environment for supporting learners’ reading activities. However, there is still a lack of proper instructional designs for making an e-book reader such a reading environment. In this study, we integrated the reading strategy of SQ3R into the reading environment of e-book readers to support learners’ reading processes. Earlier studies showed that SQ3R is an effective strategy to improve learners’ reading comprehension. But we have to consider whether learners are able to follow the steps of SQ3R when they are new to this strategy. If learners were not aware of the reading strategy when reading, the effect of applying SQ3R would be limited. Therefore, we proposed a SQ3R guiding mechanism to support every stage of SQ3R and embedded it into the reading environment of e-book readers. Learners could follow the guidance of SQ3R to read effectively and improve reading comprehension. A quasi-experiment and survey were conducted to evaluate the effect of the SQ3R guiding mechanism. The results showed that, given no guidance, there was no significant difference in learners’ reading comprehension scores whether they read with SQ3R or not. However, if the SQ3R reading strategy was implemented together with the guiding mechanism, this combination of guidance and strategy positively and significantly contributed to learners’ reading comprehension. Relevant issues and future research to improve this study was then suggested.
目錄
致謝............................................................................................................................... iii
摘要............................................................................................................................... iv
Abstract ......................................................................................................................... v
目錄............................................................................................................................... vi
圖目錄......................................................................................................................... viii
表目錄........................................................................................................................... ix
第一章、 緒論.............................................................................................................. 1
第一節、研究背景與動機.................................................................................... 1
第二節、研究目的................................................................................................ 5
第三節、研究問題................................................................................................ 5
第二章、 文獻探討...................................................................................................... 6
第一節、閱讀理解................................................................................................ 6
第二節、電子書閱讀器........................................................................................ 7
第三節、SQ3R 閱讀策略 ..................................................................................... 9
第三章、 研究方法.................................................................................................... 14
第一節、研究假說.............................................................................................. 14
第二節、研究工具.............................................................................................. 16
第三節、研究對象.............................................................................................. 17
第四節、實驗設計.............................................................................................. 18
第五節、資料分析方法...................................................................................... 19
第四章、 系統設計.................................................................................................... 21
第一節、SQ3R 閱讀引導系統 ........................................................................... 21
第二節、SQ3R 閱讀策略組與控制組 ............................................................... 28
第三節、組別比較.............................................................................................. 29
第五章、 結果與討論................................................................................................ 31
第一節、資料收集.............................................................................................. 31
第二節、前後測試題分析.................................................................................. 32
第三節、閱讀理解成效分析.............................................................................. 33
第四節、策略熟悉度問卷分析.......................................................................... 36
第五節、綜合討論.............................................................................................. 42
第六章、 結論............................................................................................................ 50
第一節、研究發現.............................................................................................. 50
第二節、研究貢獻.............................................................................................. 51
第三節、研究限制.............................................................................................. 52
第四節、未來研究.............................................................................................. 52
參考文獻...................................................................................................................... 54
附錄一、前測試題...................................................................................................... 63
附錄二、後測試題...................................................................................................... 69
附錄三、策略熟悉度問卷.......................................................................................... 71
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