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概念構圖運用在做筆記教學對國小六年級學生說明文閱讀理解的影響 = The effect of concept mapping with note taking instructions on sixth graders' expository text reading comprehension

胡融昀 國立臺南大學 教育學系課程與教學碩博士班 民109[2020]

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  • 題名:
    概念構圖運用在做筆記教學對國小六年級學生說明文閱讀理解的影響 = The effect of concept mapping with note taking instructions on sixth graders' expository text reading comprehension
  • 著者: 胡融昀
  • 國立臺南大學 教育學系課程與教學碩博士班
  • 主題: 概念構圖 做筆記 閱讀理解 說明文; Concept Mapping Note Taking Reading and Comprehension Expository Text
  • 描述: 本研究旨在探究以概念構圖運用在做筆記教學對國小六年級學生說明文閱讀理解的影響。本研究採用「準實驗研究法」，研究對象為臺南市國小六年級兩個班共57位學生，實驗組29位學生接受為期十二週概念構圖運用在做筆記教學；對照組28位學生則以講述法進行社會科教學。研究工具包含「中文閱讀理解測驗」、「社會學習領域定期評量」、「筆記品質評分」等。根據研究目的以獨立樣本t檢定、Wilcoxon符號等級考驗、相依樣本t檢定，且輔以學生的筆記為質性資料，來探討學生在閱讀理解說明文的差異。 本研究結果如下： 一、國小六年級學生於概念構圖運用在做筆記教學後，實驗組和對照組在說明文閱讀理解有顯著差異。 二、國小六年級學生於概念構圖運用在做筆記教學後，實驗組裡的中能力組學生在說明文閱讀理解的能力改變最為顯著。 三、國小六年級學生學會概念構圖運用在做筆記後，實驗組裡的高能力組學生在做筆記的得分上改變最為顯著。 四、國小六年級學生學會概念構圖運用在做筆記後，實驗組和對照組在社會領域的學業成就上沒有顯著差異。 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。.
    This study investigated the effect of concept mapping with note taking instructions on sixth graders’ expository text reading comprehension. A Quasi-experimental research method was adopted. Two classes of 57 sixth-grade elementary school students in Tainan city were used as samples. The experimental group of 29 students participated 12 weeks of concept mapping note taking instructions, while the control group of 28 students were instructed using a diclactic teaching method, both for social science lessons. “Chinese Reading and Comprehension Test”, “Social Studies Periodical Evaluation”, “Note Taking Skills Scoring” 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, Paired- Sample T-Test, were used to analyze the data. Experimental students’ concept mapping with note taking were used as reference materials. The results indicated that: 1.There is a significant difference in reading comprehension between two groups. The experimental group who undergoes concept mapping with note taking skills taught get higher Chinese Reading Comprehension scores than the control group. 2.Students with medium ability in the experimental group who undergoes concept mapping with note taking skills taught has the most significant change in comprehension skills. 3.Students with high ability in the experimental group who undergoes concept mapping with note taking skills taught has the most significant improve in note taking scores. 4.There is no signiticant difference in social studies periodical evaluation scores between the experimental group and the control group. The researcher provides suggestions to teachers and future researchers based on these findings..
  • 出版者: 碩士論文--國立臺南大學教育學系課程與教學碩博士班.
  • 建立日期: 民109[2020]
  • 格式: 204葉 : 圖 ; 30公分..
  • 語言: 中文
  • 資源來源: NUTN ALEPH
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