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頁籤選單縮合
題名 | Graphic Organizers and Reading Comprehension: A Pilot Study=圖表組織架構與閱讀理解的初探 |
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作 者 | 趙瑞芳; | 書刊名 | 東吳外語學報 |
卷期 | 13 1998.05[民87.05] |
頁次 | 頁11-45 |
分類號 | 521.531 |
關鍵詞 | 圖表; 組織架構; 閱讀理解; |
語文 | 英文(English) |
中文摘要 | 本研究目的有二:(一)探討圖表閱讀教學法對於增進大專一年級學生的閱讀理解能 力是否優於傳統問題討論教學。(二)探討圖表教學方案對增進大專學生語彙的效果。 本研究以台北市東吳大學一年級兩個班級共103名學生為實驗對象。以班為單位,分成 實驗組和控制組。兩組學生都進行為期四個月的教學課程,其中實驗組接受「圖表組織架構」 訓練課程,控制組則接受傳統教學課程。 在「增進閱讀理解效果」的分析方面,以說明文體閱讀理解測驗測量受試者在實驗處理 前及實驗處理結束後的理解能力。所得資料並分別以獨立樣本單因子共變數分析,以及相依 樣本t考驗來驗證假設。 在「增進語彙」方面,亦以受試者的前後測之所得資料,分別以單因子共變數分析及t 考驗來驗證假設。 研究結果如下: |
英文摘要 | The primary purpose of this study is to investigate the effects of Graphic Organizers on the reading comprehension of different types of English Expository texts to college freshmen. The objectives of this investigation are twofold: (1) Is the Graphic Strategy a better method than the Conventional Answering and Discussing Questions Strategy in the teaching of reading comprehension? (2) How does the Graphic Organizers Strategy affect vocabulary development of the Experimental Group? This study limits the texts to learners' understanding of narrative writing and comparison-and-contrast analytical writing. The performance of 103 subjects from the two Non-English Majors Freshman English Classes of Soochow University for a period of four months was studied. One class was assigned the Control Group, and the other, the Experimental Group. After the orientation of the basic Graphic Organizers and training of the graphic strategy, learners of the Strategy Group noticed that from the basic Graphic Organizers, a multiple graphic representations were made possible, whenever there is appropriate opportunity. The Control Group was not given the mapping training, but the selections and exercises given were similar to that the Strategy Group and were taught through the traditional method. All of the data collected in the study was analyzed with the oneway anova. The analysis of variance of the reading and vocabulary protocols reveals that the Mapping Strategy Group excels the Control Group in the reading of comparison-and-contrast texts; it also significantly excels the Control Group in vocabulary development during the posttesting stage. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。