閱讀理解策略教學提升國小五年級學童記敘文閱讀理解成效之研究 = A Study on the Effect of Reading Comprehension Strategy Teaching on the Reading Comprehension of Fifth-grade Pupils' Narrative Text

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題名:
閱讀理解策略教學提升國小五年級學童記敘文閱讀理解成效之研究 = A Study on the Effect of Reading Comprehension Strategy Teaching on the Reading Comprehension of Fifth-grade Pupils' Narrative Text
著者: 吳佳蓉
國立臺南大學國語文學系中國文學碩士在職專班
主題: 記敘文閱讀理解閱讀理解策略; Narrative Reading Comprehension Reading Comprehension Strategies
描述: 本研究旨在探究閱讀理解策略教學提升國小五年級學童記敘文閱讀理解成效。本研究採用「準實驗研究法」，研究對象為臺南市國小五年級兩個班共 51 位學生，實驗組 27 位學生接受為期十週以課文分析進行記敘文閱讀理解策略教學；對照組 24 位學生則以講述法進行閱讀理解。研究工具包含「國小學童中文閱讀理解測驗」(王木榮、董宜俐，2006)、「國小高年級學力檢測-國語科」等。根據研究目的以獨立樣本 t 檢定、Wilcoxon 符號等級考驗，且輔以學童的學習單為質性資料，來探討學生在閱讀理解記敘文的差異。本研究結果如下：一、以閱讀理解策略教學於記敘文閱讀理解之實驗教學後，實驗組與對照組在記敘文閱讀理解有顯著差異。二、以閱讀理解策略教學於記敘文閱讀理解之實驗教學後，實驗組在綜合理解有明顯成效。三、以閱讀理解策略教學於記敘文閱讀理解之實驗教學後，實驗組裡中能力組學童在記敘文閱讀理解的能力改變較為顯著。四、以閱讀理解策略教學於記敘文閱讀理解之實驗教學後，實驗組裡的中、高能力組學生在做綜合理解改變最為顯著。五、以閱讀理解策略教學於記敘文閱讀理解之實驗教學後，實驗組裡的低能力組學生在各項能力沒有顯著差異。根據以上研究結果，研究者提出教學與未來研究的相關建議，以供參酌。
The purpose of this study was to investigate the effectiveness of reading comprehension strategy instruction in improving narrative reading comprehension among fifth-grade students. A quasi-experimental research method was used. A sample of 51 fifth-grade students in two classes in Tainan City. 27 students in the experimental group received a 10-week teaching of narrative text reading comprehension strategies with text analysis, while 24 students in the control group were taught using the general narrative teaching method, all of which were Chinese subjects. “Chinese Reading Comprehension Test for Primary School Children”, “Elementary school senior grade learning ability test--- Chinese subjects”were used as instruments for collecting data. To explore the difference between these two groups of students,Independent-Samples T-Test, Wilcoxon non-parametric statistics, were used to analyze the data. Experimental students’ answering performance and worksheets were used as reference materials.The results indicated that: 1.After using reading comprehension strategies to teach the experimental teaching of narrative reading comprehension, there is a significant difference between the experimental group and the control group in narrative reading comprehension. 2.After teaching the experimental teaching of narrative reading comprehension with reading comprehension strategies, the experimental group achieved obvious results in comprehensive comprehension. 3.After the experimental teaching of narrative reading comprehension by teaching reading comprehension strategies, the students in the middle-ability group in the experimental group changed significantly in narrative reading comprehension. 4.After the experimental teaching of narrative reading comprehension by teaching reading comprehension strategies, the students in the middle and high ability groups in the experimental group had the most significant changes in comprehensive comprehension.
5.After using reading comprehension strategies to teach the experimental teaching of narrative reading comprehension, the students in the low-ability group in the experimental group had no significant difference in each ability.
出版者: 碩士論文--國立臺南大學國語文學系中國文學碩士在職專班.
建立日期: 2022[民111]
格式: 156面 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

閱讀理解策略教學提升國小五年級學童記敘文閱讀理解成效之研究 = A Study on the Effect of Reading Comprehension Strategy Teaching on the Reading Comprehension of Fifth-grade Pupils' Narrative Text

吳佳蓉國立臺南大學國語文學系中國文學碩士在職專班 2022[民111]

正在檢索遠程資料庫，請稍等

閱讀理解策略教學提升國小五年級學童記敘文閱讀理解成效之研究 = A Study on the Effect of Reading Comprehension Strategy Teaching on the Reading Comprehension of Fifth-grade Pupils' Narrative Text

吳佳蓉 國立臺南大學 國語文學系中國文學碩士在職專班 2022[民111]

正在檢索遠程資料庫，請稍等

吳佳蓉國立臺南大學國語文學系中國文學碩士在職專班 2022[民111]