注音符號學習與家庭閱讀活動對國小學童學業成就預測力之長期縱貫研究

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注音符號學習與家庭閱讀活動對國小學童學業成就預測力之長期縱貫研究
著者: 何佳蓉; Ho, Chia-jung
張麗君; Li-chun Chang; 幼兒教育學系碩士班
主題: 注音符號學習; 家庭閱讀活動; 學業成就; Chinese phonetic symbol; home Literacy; academic achievement
描述: 本研究旨在探討學前注音符號學習與家庭閱讀活動對國小一到三年級學童學業成就之預測力及長期關係。研究對象為高雄市某國小一年級約425位新生及其家長。經由注音符號學習背景及家庭閱讀問卷之調查得知學童在學前學習注音符號的狀況及家庭閱讀情形。將所蒐集的資料以百分比次數分配、單變量分析、逐步迴歸及階層迴歸分析等統計方法進行分析考驗。本研究主要發現如下：一、學前學會注音符號學習的程度與時間長短對國語學業成就的長期影響力均不大。二、十週注音符號教學後之國語分數最能預測一年級的國語學業成就。三、學前家庭閱讀活動分數對一年級國語學業成就有預測力，一年級的家庭閱讀活動分數最能預測二年級國語學業成就，二年級的家庭閱讀活動分數最能預測三上的國語學業成就。四、智力一直是一年級到三年級國語學業成就之預測變項；家庭社經地位在預測一年級國語學業成就時，已為非顯著預測變項。五、三上國語期末分數最能預測三上數學期末分數及三上自然期末分數。本研究發現學前學過注音符號的學生，在國小一年級學期初時，其國語學業成就有較優秀的表現，但是在二年級學期末的時候，此項優勢已經逐漸消失。此時影響二年級國語學業成就的重要因素已變成是否有持續進行家庭閱讀活動，到二年級及三年級時，有持續家庭閱讀活動的學童的學業成就有較優秀的表現。因此，學前學習注音符號並非影響國小學童國語學業成就的主要關鍵，反而是持續的家庭閱讀活動有助於國小學童提升其國語學業成就。最後依據研究結果提出建議讓家長、學校教師、政府與相關教育單位以及未來研究作參考。
The main purpose of the present study was to probe into the predictive power of Chinese phonetic symbol learning in preschool and home literacy activity to the elementary school students’ academic achievement from first grade to third grade. The research subjects were the first graders from a public elementary school of Kaohsiung County in Taiwan and their parents. The total number of the students’parents filling in the questionnaire was 425, and that of valid questionnaire was 401. The methodology of this study combined survey research and data collection research methods. Instruments of measurement were Questionnaire of Background Information about children of learning Chinese phonetic symbol in preschool and home literacy activity.The main data is School Achievement Test Scores from first grade to second grade.The questionnaire data, analysis and test are undergone by means of the statistic methods such as percentage frequently distribution,univariate analysis of variance, and multiple regression.The results of the present study showed that:I. The long-term influence of the degree and the time spending in learning Chinese phonetic symbol in preschool to the Chinese academic achievement was not great.II. The score of Chinese phonetic symbol learning for 10 weeks could predict the Chinese academic achievement at Grade 1 most.III.The score of preschool home literacy activity could predict the Chinese academic achievement at Grade 1. The score of home literacy activity at Grade 1 was the most powerful predictor of the Chinese academic achievement at Grade 2. The score of home literacy activity at Grade 2 was the most powerful predictor of the Chinese academic achievement at the beginning of Grade 3.IV. IQ has been the predictor of the academic achievement from Grade 1 to Grade 3. SES has already not been the significant predictor when predicting the Chinese academic achievement of grade 1. V. The score of Chinese at Grade 3 was the most powerful predictor of the the score of mathematics and science at Grade 3.From the results﹐we could draw a conclusion that students having learned Chinese phonetic symbol in preschool demonstrated signigicantly higher academic achievement at the beginning of Grade 1﹐but the advantage disappeared at the end of Grade 2. However﹐the variable of having continuing home literacy activity becomes an important factor of effecting the academic achievement at Grade 2 and Grade 3.The students having continuing home literacy activity were confirmed signigicantly higher academic achievement at Grade 2 and Grade 3.The conclusion from this research provides meaningful suggestions to the government education organizations, schools, parents, students,and follow-up study.In the future,teachers may improve their students’ academic achievements by encouraging parents to devote diligently to home literacy activity with their children . Learning Chinese phonetic symbol in preschool is not the main factor to effect the elementary student’ academic achievement.
碩士
建立日期: 2011
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1363
資源來源: NUTN IR

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注音符號學習與家庭閱讀活動對國小學童學業成就預測力之長期縱貫研究

何佳蓉; Ho, Chia-jung 張麗君; Li-chun Chang; 幼兒教育學系碩士班 2011

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