臺灣博碩士論文加值系統

21世紀是知識經濟的時代，透過閱讀可以獲得大量的知識，具有良好的閱讀理解能力可以幫助我們識別大量的資訊，並培養批判思考之能力。因此本研究旨在探討在知識翻新活動中，學生輔以知識論壇中的鷹架進行英語閱讀，對學生課堂參與、想法品質、英語閱讀、英語學習態度之影響。

本研究採取準實驗方法研究設計，以彰化縣某國中八年級兩班的學生為研究對象，實驗組為28人，而控制組為27人。教學活動兩班皆分成四人為一組的方式進行，課堂中皆使用知識論壇Knowledge Forum進行教學與討論，實驗教學一週一節課，每節課45分鐘，共11週。研究分為兩階段，兩組的差異為使用鷹架不同，實驗組學生分別於第一階段使用「annotation」鷹架，第二階段使用「promising ideas」鷹架；控制組學生僅使用知識論壇的基本功能。實驗資料來源分別為：閱讀理解測驗前後測試題、閱讀興趣量表、知識論壇上學生發表之想法以及半結構式訪談。資料分析於前測階段使用獨立樣本T檢定檢定兩組的在閱讀理解與閱讀興趣之同質性，後測則分別採用ANCOVA共變數分析閱讀理解之差異，獨立樣本Ｔ檢定分析課堂參與、想法品質以及閱讀興趣。

本研究之研究結果為：（1）經由訪談學生的資料顯示，學生對於使用知識論壇與同儕的想法互動有極好的評價，可以降低學生面對面發言之緊張感，並提升發言的信心。（2）經由統計資料顯示學生的知識翻新活動對兩組間的學生之想法品質僅在第二階段的「特定性」有顯著差異。（3）學生的知識翻新活動僅對兩組間在第二階段「直接提取」方面造成顯著差異；而兩組組內學生除第一階段控制組在「直接推論」前後測無顯著差異，其餘閱讀理解過程皆有顯著提升。（4）學生的知識翻新活動未能對兩組間學生在自我閱讀與知識翻新情境中閱讀的閱讀興趣造成顯著差異，不過皆能提升兩組組內學生在不同情境中之閱讀興趣。

21th century is the era of knowledge-economy. People can attain a lot of knowledge through reading. Having good reading comprehension skills can help us tell lots of information and develop critical thinking skills. The study investigates the influence of class-involvement, idea quality, reading comprehension, and reading interest of the students under the knowledge-building principles.

The study adopted a quasi-experimental design. The participants are the eighth-graders in Changhua. There are 28 people in the experiment group, and 27 people in the control group. Two groups are divided into four groups respectively. They all read and discuss the context with their classmates by using the knowledge forum. The experiment lasted for 11 weeks. Each class has 45 minutes.
There are two phrases in the experiment. The difference within two phrases is the scaffold which the experiment group use in the first phrase is “annotation” and in the second phrase is “promising ideas.” The control group only use the basic default of the knowledge forum. The data are as followings, the reading comprehension tests, the quionnaire of the reading interests, the ideas on the knowledge forum, and semi-structured interview. In the pretest phase, independent samples T-tests was used to examine the homogeneity of reading comprehension and interest between two groups. In the posttest phase, ANCOVA was used to analyze the differences on reading comprehension, and independent samples T-tests was used to analyze class-engagement, idea quality, and reading interest.

The findings are as follows: (1) Students have the great comments on using the knowledge forum and discussing with their classmates which can lower their nervousness. (2) There was only a statistically significant difference of “Specific” idea between two groups. (3) There was only a statistically significant difference on “Focus on and Retrieve Explicitly Stated Information” in the second phrase, but a significant difference on four levels of reading comprehension within the group, except on the “Make Straightforward Inferences.” (4) There was no statistically significant difference on the reading interests between two groups, but within two groups.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 7
第三節 名詞解釋 8
第四節 研究範圍與限制 13

第二章 文獻探討 14
第一節 閱讀理解 14
第二節 閱讀興趣 20
第三節 知識翻新原則 24
第四節 知識論壇中的鷹架 33

第三章 研究方法 40
第一節 研究對象與情境 40
第二節 研究設計 41
第三節 教學活動設計 44
第四節 研究工具與資料分析 50

第四章 研究結果 61
第一節 學生的知識翻新活動參與情形之影響 61
第二節 學生的知識翻新活動對其想法品質提升之影響 77
第三節 學生的知識翻新活動對其閱讀理解之影響 83
第四節 學生的知識翻新活動對其閱讀興趣之影響 92

第五章 結論與建議 97
第一節 研究結論 97
第二節 建議 99

參考文獻 103

附錄一 英語閱讀理解測驗與評分規準 115
附錄二 英語閱讀興趣量表 126
附錄三 知識翻新之閱讀學習環境訪談訪綱 130
附錄四 著作權授權契約書 132

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