數位閱讀教學對國小高年級學童閱讀理解與閱讀興趣影響之實驗研究

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數位閱讀教學對國小高年級學童閱讀理解與閱讀興趣影響之實驗研究
著者: 袁愛玲; Yuan, Ai-ling
黃秀霜; Hsiu-Shuang Huang; 教育學系課程與教學碩士班
主題: 閱讀理解; 數位閱讀教學; 閱讀興趣; reading comprehension; reading interest; digital reading and instruction
描述: 本研究主要目的在探討以數位閱讀教學方式對國小高年級學童來進行閱讀理解教學對學生閱讀理解以及閱讀興趣之影響。本研究採準實驗研究法，不等組前後測實驗設計。研究者以高雄市公立國民小學五年級兩班的學生為研究對象，實驗組學生27人，控制組學生21人，以班級為單位，合計共48人。實驗組學生須接受為期十週，每週兩節共二十節800分鐘的實驗處理，由研究者擔任教學者，而控制組學生則未接受實驗處理。實驗之量化資料以研究者自編之「國小學童閱讀興趣量表」進行測量，依研究目的不同而進行共變數分析；質性資料則根據「國小學童閱讀興趣量表」中之質性問答部分以及教師課堂觀察等資料進行分析。本研究之主要結論如下：一、數位閱讀理解教學對促進國小高年級學童閱讀理解能力之影響與控制組間達顯著差異。二、國小高年級學童在進行數位閱讀教學與一般課堂閱讀教學後，兩組學生閱讀態度表現及閱讀興趣沒有顯著差異。三、國小高年級學童在進行數位閱讀教學前後，整體閱讀理解能力測驗分數表現未達顯著差異；但對故事體閱讀理解能力達顯著差異。四、由國小學童閱讀興趣量表中可發現，學生對於選擇閱讀課外讀物之興趣大同小異。五、由國小學童閱讀興趣量表中可發現，學生對於數位閱讀使用之興趣大部分均抱持正面的態度。研究者最後根據研究結果進行討論並提出建議，以作為實施數位閱讀教學課程及對為來研究之參考。
The purpose of the study was to investigate the influences of digital reading and instruction on higher-grade students’ reading comprehension and reading interest. The researcher designed both pretest and posttest in the quasi-experiment. The students were 48 fifth graders from two classes at an elementary school in Kaohsiung City. Of the two classes, one with 27 was the experimental group. The other with 21 was the control group. The experimental group, led by the researcher, had digital reading and instruction twice a week for ten weeks (800 minutes in total). The control group had their reading instruction as usual. Then, the quantitative data were collected based on the “scale of reading interest of elementary students” by the researcher, and its covariance was analyzed (ANCOVA). Also, the qualitative data, including teacher’s observations and students’ answers to open-ended questions on the same scale, were analyzed. The study results are as follows: 1. There were significant differences of their reading comprehension between the two groups.2. There were no significant differences of their reading interest between the two groups.3. The results of their overall reading comprehension reveal no significant differences, but that in terms of the texts in type of stories reveals significant differences.4. There were no significant differences of reading interest in outside reading between the two groups. 5. Both High-grade elementary students express positive attitudes toward digital reading. Finally, the theisis based on the research and made several suggesstion for the implementation of curriculum programs and hopes that future research.
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建立日期: 2013
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/475
資源來源: NUTN IR

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數位閱讀教學對國小高年級學童閱讀理解與閱讀興趣影響之實驗研究

袁愛玲; Yuan, Ai-ling 黃秀霜; Hsiu-Shuang Huang; 教育學系課程與教學碩士班 2013

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