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概念導向閱讀教學融入社會學習領域對國小四年級學生閱讀理解策略運用能力及閱讀理解能力之影響

陳麗夙; Chen, Li-Su 陳海泓; Chen, Hai-Hon; 教育學系課程與教學教學碩士班 2014

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  • 題名:
    概念導向閱讀教學融入社會學習領域對國小四年級學生閱讀理解策略運用能力及閱讀理解能力之影響
  • 著者: 陳麗夙; Chen, Li-Su
  • 陳海泓; Chen, Hai-Hon; 教育學系課程與教學教學碩士班
  • 主題: 閱讀理解策略運用能力; 社會學習領域; 概念導向閱讀教學; 閱讀理解能力; Apply Reading Comprehension Strategies Ability; The Social Studies; Concept-Oriented Reading Instruction; Reading Comprehension Ability
  • 描述: 本研究旨在探討概念導向閱讀教學融入社會學習領域，對國小四年級學生閱讀理解策略運用能力及閱讀理解能力的影響。本研究採準實驗設計的不等組前後測設計，以臺南市某國小51位學生為研究對象，實驗組26位，採概念導向閱讀教學；控制組25位，採一般講述教學法。實驗教學共十週30節課，以「閱讀理解策略運用能力評量」和「閱讀理解能力測驗」為研究工具，進行前、後測。以共變數分析檢視兩組學生在閱讀理解策略運用能力評量和閱讀理解能力的差異。研究結果顯示：一、實施概念導向閱讀教學後能有效提升學生的閱讀理解策略運用能力。二、實施概念導向閱讀教學後未能有效提升學生的閱讀理解能力。
    The purpose of the study was to investigate the effects of the concept-oriented reading instruction integrate the social studies on applying reading comprehension strategies and reading comprehension ability for the fourth grade students. Following nonequivalent comparison-group design of quasi experimental design, two class of 51 elementary school fourth-grade students from Tainan city were used as samples. The experimental group used concept-oriented reading instruction, while the controlled group used general instruction.The experiment period was last for 30 lessons.“Apply Reading Comprehension Strategy assessment”,“Reading Comprehension assessment”were used as instruments to collect data. ANCOVA was used to analyze the data of“Apply Reading Comprehension Strategy assessment”,“Reading Comprehension assessment”.Results were indicated as follows：1. Concept-oriented reading instruction enhance the students' reading comprehension strategies ability.2. Concept-oriented reading instruction failed to enhance the students' reading comprehension.
    碩士
  • 建立日期: 2014
  • 格式: 121 bytes
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  • 語言: 中文
  • 識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5696
  • 資源來源: NUTN IR
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