研究生: |
朱庭瑩 Chu, Ting-Ying |
---|---|
論文名稱: |
探討引導活動對九年級生閱讀盒狀圖文本的內在動機與閱讀理解表現之影響 |
指導教授: | 楊凱琳 |
學位類別: |
碩士 Master |
系所名稱: |
數學系 Department of Mathematics |
論文出版年: | 2020 |
畢業學年度: | 108 |
語文別: | 中文 |
論文頁數: | 123 |
中文關鍵詞: | 閱讀理解 、引導活動 、閱讀作答習慣 、內在閱讀動機 、盒狀圖 |
DOI URL: | http://doi.org/10.6345/NTNU202000824 |
論文種類: | 學術論文 |
相關次數: | 點閱:129 下載:32 |
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本研究旨在探討閱讀前的引導活動(prereading instructional practices)、閱讀作答習慣以及性別對學生的「閱讀理解」表現與「內在閱讀動機」的影響。在學生自行閱讀盒狀圖文本之前,由研究者進行簡短的引導活動,企圖讓學生對文本感興趣以提升內在閱讀動機,以探討對「閱讀理解」表現與「內在閱讀動機」的影響。本研究採準實驗研究法,採便利取樣以北區兩所國中共6個九年級班級為研究對象,以引導活動為自變項,本研究設計了三種不同的引導活動,其中一組實驗組(N=46)在閱讀前進行實作活動(hands-on activities),另一實驗組(N=53)在閱讀前進行活化先備知識活動(prior knowledge activation),而對照組(N=45)則未實施閱讀前的引導活動,教學實驗各組各進行一節課。
在進行閱讀活動前後,共有四份測驗卷作為主要的量化研究工具,前測的測驗工具包含內在閱讀動機量表與統計認知測驗,後測的測驗工具包含內在閱讀動機量表與閱讀理解試卷,以描述性統計與廣義線性模式(GLM)等統計方法進行資料分析。
本研究結果發現在閱讀文本前,透過簡短的引導活動無法有效提升學生的「內在閱讀動機」與「閱讀理解」表現,但是「閱讀作答習慣」與「性別」是影響學生「閱讀態度」與「閱讀策略使用」的因素之一。本研究發現透過簡短的引導活動或閱讀活動後,可以讓女性學生自覺使用較多的閱讀策略,但對於男性學生則無任何影響。以「閱讀作答習慣」來看,有50.8%的女性學生與54.4%的男性學生使用「邊讀文本邊寫」的方式來進行閱讀活動,從這些學生中發現閱讀前的引導活動可以提升其「閱讀態度」,其中在女性學生的部分,發現「實作活動組」的閱讀態度顯著高於「對照組」,「活化先備知識組」的閱讀態度顯著高於「對照組」,而男性學生的部分則發現「實作活動組」的閱讀態度顯著高於「活化先備知識組」,「實作活動組」的閱讀態度顯著高於「對照組」。另一方面,有49.2%的女性學生與45.6%的男性學生使用「其他」閱讀作答習慣方式來進行閱讀活動,從這些學生中發現女性學生在「閱讀態度」的表現上顯著高於男性學生。除此之外,針對閱讀理解表現,本研究發現學生對於盒狀圖資料的詮釋有學習困難,以及在平均數的判斷上有迷思概念。
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