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題 名 | SQRS對學生閱讀理解能力影響之研究=The Study of Build Self-question Reading Comprehension Learning System for Children to Improve Reading Comprehension Ability |
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作 者 | 吳佳娣; 張玟慧; 林芳仰; 劉遠楨; 吳家娣; | 書刊名 | 教育研究月刊 |
卷 期 | 265 2016.05[民105.05] |
頁 次 | 頁110-126 |
分類號 | 019.1 |
關鍵詞 | 自我提問; 閱讀理解; QAR; Self-questioning; Reading comprehension; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究建置一個自我提問閱讀系統(self-questioning reading system, SQRS),目的在提升學生的閱讀理解能力,研究對象為臺灣新北市都會地區某國小六年級的學生。將研究對象立意取向分成三組,進行系統所提供的三種學習模組,分別為實驗組一:QAR(question-answer relationship)自我提問閱讀學習模組(N = 25)、實驗組二:一般自我提問閱讀學習模組(N = 25)與控制組:傳統閱讀學習模組(N = 26)。研究採準實驗研究進行,實施期程為10週,共10堂課、400分鐘。研究結果發現,經過自我提問閱讀系統的練習,閱讀理解成就均顯著優於控制組,因此,自我提問閱讀系統的確能有效提升學生的閱讀理解能力。 |
英文摘要 | This study aims to guide students to learn self-questioning strategies on the self-questioning learning website, based on reading literacy assessment. This website contains three reading learning modules-QAR self-questioning reading learnings (N = 25), general self-questioning reading learnings (N = 25), and traditional reading learnings (N = 26). There are ten articles for three sixth grade classes over a ten-week period. Statistical analysis is performed before and after the reading comprehension. The results of this study: Learning results for “QAR self-questioning reading learnings groups” and “general self-questioning reading learnings groups” are better than “traditional reading learnings groups”. Thus, self questioning reading comprehension learning system can indeed effectively enhance students’ reading comprehension. |
本系統中英文摘要資訊取自各篇刊載內容。