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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:150下載:34
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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。

    第一章 緒論  1 第一節 研究動機  1 第二節 研究目的與問題  4 第三節 名詞界定  5 第二章 文獻探討  6 第一節 數學閱讀理解  6 第二節 文本內容與設計  11 第三節 相關實徵研究  17 第四節 量化工具內容之架構  23 第三章 研究方法  27 第一節 研究流程  27 第二節 研究設計  29 第三節 研究工具  34 第四節 資料處理與分析  68 第四章 研究結果  71 第一節 學生在閱讀態度之研究結果與討論  71 第二節 學生在閱讀策略使用之研究結果與討論  78 第三節 學生在閱讀理解測驗中統計知識之研究結果與討論  82 第四節 學生在閱讀理解測驗中統計推理之研究結果與討論  86 第五章 研究結論與建議  90 第一節 研究結論  90 第二節 研究建議  92 參考文獻  94 附錄一、前測內在閱讀動機量表答案紙  104 附錄二、前測統計認知測驗  106 附錄三、閱讀材料  109 附錄四、後測閱讀理解試題本  114 附錄五、實作活動組之後測內在閱讀動機測驗  118 附錄六、活化先備知識組之後測內在閱讀動機測驗  120 附錄七、對照組之後測內在閱讀動機測驗  122

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