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題 名 | 國民小學自然科後設認知閱讀策略教學成效之研究=The Effectiveness of Metacognitive Strategy Instruction on Science Reading in Elementary School Students |
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作 者 | 汪榮才; | 書刊名 | 國民教育研究集刊. 臺南師院 |
卷 期 | 5 1999.06[民88.06] |
頁 次 | 頁1-64 |
分類號 | 523.36 |
關鍵詞 | 後設認知策略教學; 閱讀理解; 自然科學; Metacognitive strategy instruction; Reading comprehension; Science; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之目的在探討國小自然科後設認知閱讀策略教學之成效,以供改進國 小自然科教學之參考。本研究採「不相等控制組前後測」設計,進行教學實驗。 實驗樣本為台南市兩所國小四年級四個班級學生,其中每校各有一個班級被指定 為實驗組,另一個班級則被指定為控制組,實驗組兩班共有學生83名,控制組 兩班共有學生78名。實驗組學生於四年級下學期在自然科教學時間內抽出部份 時間,配合各教學單元,以十六篇科學文章作為閱讀教材,接受後設認知閱讀策 略教學,控制組學生則未接受此項教學。兩組學生均於實驗前後,分別接受前測 及後測。本研究之主要結果如下:1.實驗組與控制組學生之科學文章閱讀理解無 顯著差異。2.實驗組與控制組學生之科學文章閱讀態度無顯著差異。3.實驗組學 生在科學文章閱讀歷程中之後設認知控制優於控制組學生。4.實驗組與控制組學 生在科學文章性質及閱讀策略兩方面之後設認知知識無顯著差異,其在自我效能 方面之後設認知知識,就前測分數高於差異顯著點上限之學生而言,實驗組優於 控制組。5.實驗組與控制組學生之自然科成就無顯著差異。6.實驗組學生在策略 應用之歷程檔案評量中,其整體表現多數評為B等,可見其對本實驗教學各項目 標之學習已獲相當成效,但尚未達到精熟之水準。 |
英文摘要 | The purpose of this study was to examine the effectiveness of metacognitive strategy instruction on science reading in elementary school students. An experiment with pretest-posttest nonequivalent-control-group design was conducted. The subjects were 161 fourth grade students in 4 classes drawn from two elementary schools in Tainan City. Eighty-three students in two classes were assigned to the experimental group, and 78 students in another two classes to the control group. In addition to regular teaching in science classes, the experimental group received metacognitive strategy instruction on science reading, while the control group did extra-exercise and content-review during the same time. The main finding were as follows: 1.There was no significant difference in reading comprehension on science reading between these two groups. 2.There was no significant difference in reading attitude to science reading between these two groups. 3.The experiment group outperformed the control group in metacognitive control on science reading. 4.There were no significant differences in metacognitive knowledge of the nature of science reading and reading strategies between these two groups. However, for the students who had a pretest score above upper limit of the critical region, the experimental group outperformed the control group in metacognitive knowledge of elf- efficiency. 5.There was no significant difference in academic achievements on science between these two groups. 6.Most of the students in the experimental group had a grade 'B' in portfolio assessment on strategies uses. |
本系統中英文摘要資訊取自各篇刊載內容。