國小五年級學生閱讀策略教學、學習風格對學習成就影響之研究

本研究旨在探討國小五年級學生閱讀策略教學、學習風格對學生學習成就之影響，並根據研究結果提出具體建議，以供教育單位或實施閱讀策略教學之教師及未來研究者之參考。為達成本研究目的，以國小五年級學生兩班52人為研究對象，一班為實驗組，實施閱讀策略教學；一班為對照組，進行傳統講述式教學，採準實驗研究法。本實驗為期二週，實驗結束後進行「學習成就測驗」評量，在學習成就部分使用教師自編試卷進行前後測；以獨立樣本ｔ檢定、相依樣本ｔ檢定、單因子共變數分析及列聯相關進行資料的分析討論。本研究結果歸納如下：一、實驗組與對照組學生在學習成就測驗的表現皆優於前測二、實驗組應用閱讀策略教學的學習成就優於對照組的傳統講述教學三、不同基本變項對學生學習成就的影響有所差異四、不同學習風格的學生在閱讀策略的運用上沒有差異五、教學法和學生的學習風格間的相關不顯著

關鍵字

閱讀策略；學習風格；學習成就

並列摘要

The purpose of this research is to explore the impact of reading strategy teaching and learning styles on students' learning achievements in fifth grade elementary school, and to make specific suggestions based on the research results for the reference of education units or teachers who implement reading strategy teaching and future researchers. For the purpose of cost research, 52 students in two classes of fifth grade in elementary school are the research objects. One class is the experimental group, which implements reading strategy teaching; the other class is the control group, which uses traditional narrative teaching and adopts quasiexperimental research methods.This experiment lasts for two weeks. After the experiment, the "learning achievement test" will be evaluated. In the learning achievement part, the teacher's self-made test papers will be used for pre- and post-test; independent sample t test, dependent sample t test, and single factor covariate analysis are used for data analysis and discussion. The results of this study are summarized as follows: 1. The performance of the experimental group and the control group on the learning achievement test is better than that of the previous test 2. The learning achievement of applied reading strategy teaching is better than traditional teaching 3. The impact of different basic variables on students' learning achievement is different 4. There is no difference in the use of reading strategies among students of different learning styles 5. The correlation between pedagogy and student’s learning style is not significant