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題 名 | 「精緻化推論教學課程」對國小弱勢低年級學童策略運用、閱讀理解與故事重述表現之影響=The Effect of 'Elaboration Curriculum' on the Reading Strategy, Reading Comprehension and Story Retelling for 2nd Grade Students |
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作 者 | 陳茹玲; 宋曜廷; 蘇宜芬; | 書刊名 | 教育心理學報 |
卷 期 | 48:3 2017.03[民106.03] |
頁 次 | 頁303-327 |
分類號 | 523.4 |
關鍵詞 | 故事重述; 策略運用; 精緻化推論教學課程; 閱讀理解; Elaboration curriculum; Reading comprehension; Story retelling; Use of reading strategy; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究探討「精緻化推論教學課程」對國小弱勢低年級學童之策略運用、閱讀理解與故事重述表現的影響。本研究以37 名北部偏遠地區國小二年級學童為對象,隨機分配至實驗組與控制組。實驗組接受為期九週、18 節課的精緻化推論教學課程,控制組自由閱讀,兩組學生於實驗的前測與後測分別接受中文年級識字測驗、二年級閱讀理解篩選測驗(複本A、B)、放聲思考測驗以及故事重述測驗。精緻化推論教學以直接教學法、放聲思考、以及責任逐漸轉移的教學模式進行。結果顯示:實驗組在策略運用、閱讀理解優於控制組,兩組在故事重述表現之差異接近顯著。 |
英文摘要 | The present study explored the influence of "elaboration curriculum" on reading strategy, reading comprehension, and story retelling for 2nd grade students. Thirty-seven 2nd grade students from remote areas were randomly assigned to the experimental group and the control group. The experimental group received 9 weeks of elaboration curriculum, whereas the control group did not. All the students were required to take the following tests both before and after the experiment: (i) a word recognition test, (ii) the Standard Reading Comprehension Test (parallel form A and B), (iii) a thinking aloud test, and (iv) a story retelling test. The elaboration curriculum utilized direct instruction, thinking aloud, and a gradual release of responsibility teaching model. The results showed that the experimental group outperformed the control group in reading strategy and reading comprehension. |
本系統中英文摘要資訊取自各篇刊載內容。