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研究生:洪婉甄
研究生(外文):Wan-chen Hung
論文名稱:紙本繪本與手持式互動電子繪本對幼稚園學生閱讀理解與閱讀態度差異之研究
論文名稱(外文):The Different Effects of Traditional Picture Book and Interactive e-Storybook on Kindergarteners’ Reading Comprehension and Reading Attitude
指導教授:翁楊絲茜翁楊絲茜引用關係
指導教授(外文):Dr. Cathy Weng
口試委員:翁楊絲茜
口試委員(外文):Dr. Cathy Weng
口試日期:2014-01-15
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:數位學習與教育研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:中文
論文頁數:79
中文關鍵詞:閱讀態度手持式互動電子繪本閱讀理解幼稚園學生
外文關鍵詞:interactive e-storybookreading comprehensionreading attitudeand kindergartener
相關次數:
  • 被引用被引用:13
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本研究旨在探討使用紙本繪本、手持式互動電子繪本及不同背景變項(多媒體前置經驗、性別)之幼童,在閱讀理解、閱讀態度上之差異,及兩者間的相關情形。採用量化之「準實驗設計」,將30名受試者分為使用手持式互動電子繪本(實驗組)及使用紙本繪本的(控制組)兩組。經由T考驗分析使用不同閱讀媒介的受試者,在閱讀理解及閱讀態度上之差異,並以皮爾森相關分析閱讀理解與閱讀態度之間相關情形,另外以錄影紀錄受試者閱讀過程,並進行質化分析,研究結果顯示:
一、 實驗組的多媒體前置經驗,不會影響其閱讀理解成績。
二、 使用手持式電子繪本之受試者,在閱讀理解及字彙理解表現上,較紙本繪本受試者佳。
三、 不同性別在閱讀理解與閱讀態度上無顯著差異
四、 閱讀理解、閱讀態度及閱讀反應沒有直接顯著相關性。
五、 使用電子繪本之受試者,在開放題回答上表現較佳。
六、 兩組的幼童都偏好互動性較高之內容設計

本研究根據以上研究結果提出建議以供教育者、電子繪本設計者與後續研究者之參考。
The aims of this study were to investigate the different effects of traditional picture book, interactive e-storybook, and different backgrounds variables (genders, multi-media prior experience) on kindergarteners’ reading comprehension and reading attitudes, and to explore whether there is a significant correlation between reading comprehension and reading attitude.
Quasi-experimental design was conducted for the current study with 30 five-year-old participants from a kindergarten in Taiwan. The subjects were divided into two groups: children read the story on an interactive e-storybook (the experimental group) and children read the story on a traditional picture book (the control group). Statistical analyses including independent t-test and Pearson product-moment correlation were used in the study. The whole experiment was recorded by a VCR, and the qualitative data were also analyzed. The results of this study were revealed as the following:
(1) For the experimental group, the differences of multi-media prior experiences didn’t affect their scores on reading comprehension.
(2) Children who used an e-storybook got better scores on reading comprehension and textually explicit than children in the control group.
(3) There were no significant differences between genders on the scores of reading comprehension and reading attitude.
(4) No significant correlation was found among reading comprehension, reading attitude, and reading responses.
(5) Children who read an e-storybook could retell more literal information and provide better responses to the open-ended questions compared to the control group.
(6) Children from both groups prefer more interactive content design.
Finally, according to the results of this study, some suggestions were provided for the educators, writers of the children’s storybooks, and future researches.
目 錄 I
表目錄 III
圖目錄 IV
第一章 緒論
第一節 研究背景與動機 1
第二節 研究目的與問題 5
第三節 研究重要性 7
第四節 名詞釋義 8
第五節 研究限制 9
第二章 文獻探討
第一節 幼兒閱讀行為發展 10
第二節 繪本的定義與功能 14
第三節 電子繪本 16
第四節 運用電子繪本之相關研究 19
第五節 幼童使用電子繪本的潛在問題及成效 21
第三章 研究方法
第一節 研究架構及研究變項 23
第二節 研究假設 26
第三節 研究對象及實施流程 27
第四節 研究工具 29
第五節 資料分析與處理 32

第四章 研究結果
第一節 問卷回收情形與受試者背景資料 33
第二節 不同背景變項及不同閱讀媒介在閱讀理解之差異 35
第三節 不同背景變項及不同閱讀媒介在閱讀態度之差異 40
第四節 閱讀理解、閱讀態度及閱讀反應之間相關分析 44
第五節 受試者之開放題回答分析 45
第六節 兩組閱讀反應之研究者發現 50
第五章 結論與建議
第一節 結論與討論 53
第二節 建議 56
參考文獻 59
附錄一 閱讀理解與閱讀態度問卷 65
附錄二 家長同意書 67
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