電子橋樑書對國小三年級學童閱讀理解及閱讀動機之影響

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題名:
電子橋樑書對國小三年級學童閱讀理解及閱讀動機之影響
著者: 林玉文; Lin, Yu-wen
施如齡; Ju-ling Shih; 數位學習科技學系碩士班
主題: 閱讀理解; 橋樑書; 電子書; 閱讀動機; reading comprehension; bridging books; electronic books; reading motivation
描述: 本研究探討使用融入閱讀策略的電子橋樑書，對國小三年級學童實施閱讀教學實驗後，其與使用一般傳統紙本橋樑書之差異。研究從兩個面向—閱讀深度以及閱讀廣度進行探討：閱讀深度係經由閱讀測驗之分數、圖書館借閱與網路閱讀認證紀錄之書籍層次分析得知；閱讀廣度係經由圖書館借閱與網路閱讀認證紀錄之書籍數量分析得知。研究採準實驗設計，以台南市某國小三年級兩個班級的學生共54人為研究對象，先以「中文閱讀理解測驗」及「學習風格量表」實施前測與資料蒐集。全部教學實驗活動分為三個單元，以自編融入閱讀策略之電子橋樑書進行教學。實驗後再實施「中文閱讀理解測驗」與「閱讀動機量表」，佐以質性觀察、圖書借閱與網路閱讀認證資料分析、並與學童進行半結構式訪談。最後運用問卷調查的方式來了解學童對於電子橋樑書的接受程度與態度。本研究發現學童在電子與傳統紙本橋樑書實驗進行後，得知以下結論：1.就閱讀深度而言，使用何種形式之橋樑書對於整體閱讀理解能力無顯著差異的影響。2.就閱讀廣度而言，使用電子橋樑書的學童表現顯著優於紙本橋樑書。3.就學習動機而言，使用電子橋樑書教學的學童不會因多媒體數位化而形成負面的閱讀意願。4.使用電子橋樑書之學童對於教材之接受度高，也認為其中融入的閱讀策略對學習有所助益。
The purpose of this research is to investigate the effects of electronic bridging books with reading strategies and its difference from traditional paper bridging books on the third grade students. There are two aspects to discuss in this research, reading depth and broadness. The reading depth is evaluated by the scores of reading test, reading records of library use, and the content comprehension level of Internet reading records.The reading broadness is evaluated by the books vloumn of library reading and Internet reading records. Using quasi-experimental method, two classes of total of 54 third grade elementary school students from Tainan city were invited to be research targets. “Chinese Reading Comprehension Test” and “Learing Style Scale” were used as instruments to collect data. There were three units electronic bridging books designed by the researcher. “Chinese Reading Comprehension Test” and “Reading Motivation Scale” were used after the experiment with the analytic data of library reading and Internet reading records. Interviews with students were conducted, and questionnaires were used to investigate the third grade students’ degree of acceptance, and learning attitude. Results were indicated as follows:1. In this aspect of reading depth, there was no significant difference by using any kind of electronic bridging books .2. In this aspect of reading broadness, there was significant difference between the two groups. Eectronic bridging books reading were better than traditional paper reading.3. In this aspect of learning motivation, there was no negative reading attitude by using digital teaching.4. Students accepted electronic bridging books learning and thought the reading strategies really could enhanced their learning.
碩士
建立日期: 2011
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1826
資源來源: NUTN IR

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電子橋樑書對國小三年級學童閱讀理解及閱讀動機之影響

林玉文; Lin, Yu-wen 施如齡; Ju-ling Shih; 數位學習科技學系碩士班 2011

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