簡易檢索 / 詳目顯示

研究生: 黃千綺
Chien-Chi Huang
論文名稱: 閱讀理解策略自我調整輔助系統對國一學生在閱讀理解能力的效果
The Effects of Strategies-based Reading Comprehension Self-Regulation System on Junior Students’ Abilities of Reading Comprehension
指導教授: 張國恩
Chang, Kuo-En
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2004
畢業學年度: 92
語文別: 中文
論文頁數: 90
中文關鍵詞: 自我調整閱讀理解閱讀經驗
論文種類: 學術論文
相關次數: 點閱:217下載:64
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究主要目的在依據自我調整學習的模式,將此一模式導入整合式閱讀理解策略輔助系統的運用,來設計一套電腦化引導的閱讀理解策略自我調整輔助系統,探討此系統中自我調整與閱讀理解策略對於國一學生在國語文成就測驗與閱讀測驗的影響。
    研究中的自我調整學習模式是根據Zimmerman et al.(1996)所提出的一套循環的學習步驟,閱讀理解策略輔助系統則是根據黃嶸生(2002)所開發的電腦化整合式閱讀理解策略輔助系統。
    本研究以高雄市陽明國中一年級學生139名為對象。研究中將受試者以班級為單位分為實驗組1、實驗組2與控制組,實驗組1共45人(男生24人,女生21人),實驗組2共42人(男生21人,女生21人),控制組共42人(男生23人,女生19人)。實驗組1是利用系統中自我調整方式從事各種閱讀策略的練習,實驗組2僅使用系統中的自我調整方式做閱讀練習,而控制組僅使用系統中的閱讀策略做練習。
    本研究前測使用國語文成就測驗甲式,後測使用國語文成就測驗乙式,用以測量學生的國語文能力與閱讀理解能力,所得資料做共變數分析。而分析的結果顯示: 1.自我調整閱讀理解策略輔助系統中自我調整與閱讀理解策略的使用對於國一學生的國語文成就提升皆沒有顯著的效果; 2.自我調整閱讀理解策略輔助系統中自我調整與閱讀理解策略的使用對於國一學生的國語文成就中閱讀理解測驗提升皆沒有顯著的效果; 3. 自我調整閱讀理解策略輔助系統中自我調整與閱讀理解策略的使用對於國一學生低學習成就者的國語文成就中閱讀理解測驗提升皆有顯著的效果。

    The main purposes of this research were to combine a self-regulating learning model with strategies-based reading comprehension system;and design the strategies-based reading comprehension self-regulating system;and investigate the effects of self regulation and strategies of reading comprehension on Junior High School Students.
    The self-regulating learning model was based on Zimmerman et al.(1996) and strategies-based reading comprehension system was based on Jung-Sheng Huang(2002).
    The subjects were 139 first grade students selected from a junior high school in Kaohsiung City. The subjects were divided into three groups. The experimental group1 used the self-regulating learning model in practicing strategies of reading comprehension, and the experimental group2 only used the self-regulating learning model in reading, and the control group only practiced the strategies of reading comprehension.
    The data obtained were analyzed by ANOVAs to test the effect of the system. The findings were as follow:1.The self-regulation and the strategies of reading comprehension of the system showed no significant effects on the Chinese language achievements. 2. The self-regulation and the strategies of reading comprehension of the system showed no significant effects on the abilities of reading comprehension. 3. The self-regulation and the strategies of reading comprehension of the system showed significant effects on the abilities of reading comprehension to students of lower achievements.

    目錄 附表目錄…………………………………………………………………Ⅲ 附圖目錄…………………………………………………………………Ⅴ 第一章 緒論……………………………………………………………1 1.1 研究動機………………………………………………………1 1.2 研究目的………………………………………………………3 1.3 名詞解釋………………………………………………………3 第二章 文獻探討………………………………………………………5 2.1 閱讀理解的理論………………………………………………5 2.1.1 閱讀理解的模式………………………………………………5 2.1.2 閱讀理解策略…………………………………………………6 2.2 後設認知的理論………………………………………………8 2.3 自我調整學習的理論…………………………………………10 2.3.1 自我調整學習的意義…………………………………………10 2.3.2 自我調整學習的理論基礎……………………………………12 2.3.3 自我調整學習的循環模式……………………………………17 2.3.4 自我調整學習的原則…………………………………………18 第三章 閱讀理解訓練的自我調整策略………………………………23 3.1 自我觀察與自我評價…………………………………………23 3.2 目標的設定與策略的計畫……………………………………24 3.3 策略的實行與監控……………………………………………25 3.4 策略結果的監控………………………………………………26 第四章 系統功能………………………………………………………27 4.1 自我觀察與自我評價…………………………………………27 4.2 目標的設定與策略的計畫……………………………………29 4.3 策略的實行與監控……………………………………………31 4.4 策略結果的監控………………………………………………36 第五章 研究方法………………………………………………………38 5.1 實驗對象………………………………………………………38 5.2 實驗工具………………………………………………………38 5.3 實驗教材………………………………………………………39 5.4 實驗程序………………………………………………………39 第六章 實驗結果………………………………………………………41 6.1 國語成就測驗得分之分析……………………………………42 6.2 國語成就測驗中閱讀測驗得分之分析………………………44 6.3 低學習成就者在國語成就測驗得分之分析…………………46 6.4 低學習成就者在國語成就測驗中閱讀測驗得分之分析……50 6.5 討論……………………………………………………………55 第七章 結論與建議……………………………………………………56 7.1 結論……………………………………………………………56 7.2 建議……………………………………………………………56 附錄一 閱讀經驗量表…………………………………………………57 附錄二 國語成就測驗乙式……………………………………………62 附錄三 國語成就測驗甲式……………………………………………75 參考文獻……………………………………………………………………88

    John Castellani & Tara Jeffs (2001). Strategies using technology. TEACHING Exceptional Children, Vol. 33, No. 5, pp 60-67.
    Nancy E. Perry, Karen O. VandeKamp, Louise K. Mercer, and Carla J. Norby (2002). Investigating Teacher-Student Interactions that Foster Self-Regulated Learning. EDUCATIONAL PSYCHOLOGIST, 37(1), 5-15.
    JoyLynn H. Reed , Diane L. Schallert and Leta F. Deithloff (2002). Investigating the Interface Between Self-Regulation and Involvement Processes. EDUCATIONAL PSYCHOLOGIST, 37(1), 53-57.
    Linda E. Maitland (2000). Ideas in Practice:Self-Regulation and Metacognition in the Reading Lab. Journal of Developmental Education, Volume 24, Number 2, p26-37 Winter 2000.
    Helen Patrick & Michael J. Middleton. Turning the Kaleidoscope:What We See When Self-Regulated Learning is Viewed With a Qualitative Lens. EDUCATIONAL PSYCHOLOGIST, 37(1), 27-39.
    Lin, Xiaodong (2001). Designing Metacognitive Activities. Educational Technology Research and Development, Vol. 49, No. 2, p 23-40.
    Ley, Kathryn & Young, Dawn B. (2001) Instructional Principles for Self-Regulation. Educational Technology Research and Development, v49 n2 p93-103 2001.
    Levinson, Harry (2003). Management by Whose Objectives? Harvard Business Review, Jan2003, Vol.81 Issue 1, p107, 10p, 3 cartoons.
    Judith L. Meece (1994). The role of motivation in self-regulated learning. Self-regulation of learning and performance, 25-44.
    Dale H. Schunk (1994). Self-regulation of self-efficacy and attributions in academic settings, 75-100.
    Myron H. Dembo (2000). Motivation and learning strategies for college success─a self-management approach.
    Barry J.Zimmerman, Sebastian Bonner & Robert Kovach (2000), 林心茹譯。自律學習─Developing self-regulated learners.
    黃嶸生(2002)。整合式閱讀理解策略輔助系統對國小學童閱讀能力和策略運用的結果。國立台灣師範大學資訊教育研究所碩士論文。
    程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究。國立台灣師範大學教育心理與輔導學系博士論文。
    陳蕙茹(民87)。從認知策略與後設認知策略探討國一學生數學科的主動學習。國立高雄師範大學數學系碩士班論文。
    郭美如(民88)。後設認知的教學成效及其相關變數之分析:以小六及國一數學資優生為對象。台灣師範大學科教所碩士論文。

    QR CODE