高中學生閱讀不同類型文本之理解策略分析－以某技術型高中為例

本研究欲探討技術型高中學生閱讀不同類型文本的理解策略運用狀況，瞭解學生閱讀圖表類、知識類、文學類等三大類型文本時，運用五大閱讀策略的情形，並探究各類文本閱讀理解測驗分數與閱讀策略運用之關聯。本研究對象為雲林縣斗六市技術型高中兩班高三學生，採量化研究法蒐集資料，以十二篇不同類型文本與閱讀理解測驗及閱讀策略運用量表為研究工具，進行十二次測驗及量表調查，排除無效樣本後計69位有效樣本，再以描述統計、t檢定、皮爾森積差相關等方法進行統計分析，研究結果顯示：一、整體閱讀策略運用上，使用「理解調整」策略層面最頻繁，在「強化記憶」策略層面使用最少且個別差異大；不同文類的理解能力，以「圖表類」文本閱讀理解力最佳，「知識類」文本閱讀理解力相對最低。二、不同類型文本的閱讀策略運用情況呈相同趨勢，最常用的閱讀策略項目皆為「理解調整」層面的「重複閱讀」策略；最少用的閱讀策略是「強化記憶」層面的「做筆記」策略。三、技術型高中學生於不同類型文本的閱讀理解測驗分數與各閱讀策略的運用為低相關，而「說明性的知識散文」文本與「理解調整」策略層面則達中度相關。四、閱讀理解測驗高分組與低分組學生對於閱讀策略之運用呈相近趨勢，但高分組在各閱讀策略層面的運用頻率皆高於低分組，高分組與低分組對於「文法結構」策略的運用差異最大。五、國文學習表現有明顯差異的班級，其閱讀理解及閱讀策略運用皆有明顯差異，平時國文學習表現較佳的班級，閱讀文本時使用「文法結構」策略層面與「理解調整」策略層面的頻率會顯著高於國文學習表現較弱的班級。根據研究結果，提出對於技術型高中學生如何運用閱讀策略以有效閱讀不同文本之建議。

關鍵字

技術型高中學生；文本類型；閱讀策略；閱讀理解

並列摘要

The purpose of this study is to explore the status of vocational high school students' strategies for reading different types of texts; that is, we aim to understand how students use the five major reading strategies to understand the three types of texts, which are reading diagram, intellectual texts, and literature, and how they explore the various types of text reading comprehension. Thus, we investigate the relationship between the test scores and the use of reading strategies. The research uses questionnaire survey method to investigate two classes of third grade vocational high school students in Douliu City, Yunlin County. Different types of texts and reading comprehension test and reading strategies performance scale were used as the instruments, and twelve tests and surveys were conducted. The 69 valid samples were counted and analyzed by descriptive statistics, t-test and Pearson correlation coefficient. The research results showed that: 1. The overall reading strategies were most frequently applied at the "comprehension adjustment strategy" level and least frequently at the "memory reinforcement strategy" level. At the comprehension levels of different types of texts, diagram is the most comprehensible while intellectual texts’ comprehension is relatively minimal. 2. The most commonly used reading strategies were "repeated reading strategies" at the "comprehension adjustment strategy" level, while the least used reading strategies were "note-taking strategy" at the "memory reinforcement strategy " level. 3. Reading comprehension test scores on different types of text for vocational high school students were low related to the use of reading strategies. However, the reading comprehension scores of "descriptive intellectual texts" is moderately related to the "comprehension adjustment strategy" level. 4. In the reading comprehension test, there was a similar trend in the use of reading strategies between the high and low score groups, but the high score group used the reading strategies more frequently than the low score group. 5. Classes using different reading comprehension and reading strategies achieved remarkedly different performances in Mandarin. Classes using “grammar structure strategy” level and “comprehension adjustment strategy” level to read reached better performance in Mandarin than those with weaker performance in Mandarin. 　　Based on the results of this study, recommendations for vocational high school students are to use reading strategies effectively in reading different type of texts.