“學習策略訓練方案”對國中生閱讀理解學習之影響

The Effects of the Training Program of Learning Strategy on Junior High School Students' Reading Comprehension Learning

陳李綢(Li-Chou Chen)

《教育心理學報》 28期 (1996/09) Pp. 77-98

https://doi.org/10.6251/BEP.19960901.4

摘要

本研究目的有二：一、爲設計一套增進國中生閱讀理解的學習策略訓練方案，以提供國中敎師作爲促進語文學習之參考。二、以實徵性研究方法探討方案對國中生閱讀理解能力的影響效果。本研究係以國中一年級學生共一百六十名爲對象，隨機選取四班，分成實驗組及控制兩組，每組各八十名，男女生各半。研究工具包括學習策略訓練方案、白話文及文言文閱讀理解測驗。以採用共變數分析統計處理本研究設計。本研究結發現：一、接受學習策略訓練方案後一週內後測的實驗組學生，不論在白話文及文言文的閱讀理解測驗上得分皆優於控制組學生，由此可見本研究所設計的訓練方案對文章閱讀理解具有立即效果及立即遷移效果。二、實驗組學生在接受學習策略訓練方案後六週，的追蹤測驗上，不論文言文及白話文的閱讀理解測驗上的得分均優於控制組學生，由此顯示本研究設計之學習策略訓練方案對國中生閱讀理解具有延宕效果及延宕遷移效果。三、實驗組組受試在期末考的國文成績優於控制組學生，由此說明閱讀理解的學習策略訓練方案可增進國中生的語文能力。以上結果皆支持本研究之假設，並且驗證本研究設計之學習策略訓練方案具有高度的建構效度。

關鍵字

學習策略 ； 閱讀理解 ； 語文學習 ； 立即效果 ； 立即遷移效果 ； 延宕效果 ； 延宕遷移效果

並列摘要

There were two purposes in the study: (1) to design a program of reading comprehension strategy for Chinese Junior High school students; (2) to test the applicability of the program and to find out the efficiency of reading comprehension strategy.
One hundred and sixty students of junior high school were randomly assigned to two groups. One as the experimental group (EG) (male 40, female 40), one as the control group (CG) (male 40, female 40).
In EG, subjects were accepted the training of reading comprehension strategy. In CG, subjects were accepted traditional Chinese verbal learning. The subjects evaluated the chinese vernacular and classical Chinese reading tests. The data was analyzed by ANCOVA with pretest academic Chinese reading test as covariates. The results were as follows:
(1) After one week training, both scores of Chinese vernacular and classical Chinese reading comprehension tests of the EG were higher than those of the CG. It showed that the program of reading comprehension strategy could lead immediately reading effects and transferring effects of subsequently learned materials.
(2) After six weeks training, both scores of Chinese vernacular and classical Chinese reading comprehension tests of the EG were also higher than those of the CG. It showed that the program of reading comprehension strategy could lead latent reading effects and delayed transference of reading materials.
(3) It showed that the score of Chinese academic achievement test of the EG was higher than the CG. It revealed that the reading comprehension strategy could be valid in Chinese learning.

並列關鍵字

learning strategy ； reading comprehension ； verbal learning ； immediately reading effect ； immediately transferring effect ； latent reading effect ； delayed transferring effect