運用摘要策略教學對提升高一學生閱讀能力之研究

Research on the the Improvement of Reading Ability on High School First Graders with the Summarization Instruction Abstract

梁春木(CHUN-MU LIANG)

指導教授 ： 游寶達

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2016年)

摘要

本研究旨在探討高一學生接受摘要 策略教學後，對其在文本摘要能力及文本閱讀理解能力之影響。主要研究目的為：一、探討摘要策略教學對高一學生文章摘要能力的影響。二、探討摘要策略教學對高一學生文章閱讀理解能力的影響。本研究中採用準實驗法，以高雄市某高中一年級兩班國文程度相當之學生共72名作為研究對象，並將兩班學生隨機分派為實驗組與控制組；實驗組學生接受為期12週，每週90分鐘融入高中一年級國文的摘要策略閱讀教學課程，控制組以一般教學方式進行高中一年級國文閱讀教學課程。以教學實驗方式分為自變項，以國文科入學成績為共變項，以學生在文章摘要效率、閱讀理解力、學習成效為依變項，進行單因子共變數分析，探討接受不同教學方法的學生，在摘要能力與閱讀理解能力之成效差異。本研究結論如下：
一、在摘要能力的表現方面：接受摘要策略教學的實驗組學生，其在文本摘要能力優於未接受摘要策略教學的控制組學生。
二、在閱讀能力的表現方面：接受摘要策略教學的實驗組學生，其在文本閱讀理解能力優於控制組的學生。
三、在學習成效的表現方面：接受摘要策略教學的實驗組學生，其在學習成效方面優於控制組學生。
最後，研究者針對研究結果加以結論，提出對於「摘要策略教學」、「閱讀理解能力」及「未來研究」之建議，作為在高中國文課程應用及未來教學上之參考。
關鍵詞：摘要、摘要策略教學、摘要能力、閱讀能力

關鍵字

摘要 ； 摘要策略教學 ； 摘要能力 ； 閱讀能力

並列摘要

This study was designed to investigate the effect on high school first graders’ ability to summarize the text and the text reading comprehension after receiving Summarization Strategy Instruction. The main purposes of the study are listed as follows. First, to investigate the effect of Summarization Strategy Instruction on high school first graders’ text summarization ability. Second, to investigate the effect of Summarization Strategy Instruction on high school first graders’ text reading comprehension ability. A quasi-experimental research was used in this study with 72 objects from two classes of high school students with similar Chinese proficiency. Two classes of students were randomly assigned to the experimental group and the control group; the experimental group students received a 12-week week of 90 minutes instruction incorporated into high school first-grade Chinese summarization strategy reading; the control group received ordinary way of teaching. The way of teaching experiment was taken as independent variable; students’ Chinese high school entrance examination results as the covariates; text summarization efficiency, reading comprehension, learning outcomes as the dependent variables. The single-factor ANCOVA was used to explore the differences of efficiency in summarization ability and reading comprehension on students receiving different teaching instructions. The conclusions of this study are as follows:
1. Students’ summarization ability: The experimental group receiving the summarization strategy instruction showed better performance in summarization ability than students who did not receive the summarization strategy instruction.
2. Students’ reading comprehension ability: The experimental group receiving the summarization strategy instruction showed better performance in their reading comprehension ability.
3. Students’ learning performance: The experimental group receiving the summarization strategy instruction showed better learning outcomes than the control group.
In conclusion, suggestions on the Summarization Strategy Instruction, reading comprehension ability and future research were made by the researcher for further reference and recommendations in high school Chinese teaching.

Keywords: summary, summarization strategy instruction, summarization ability, reading comprehension

並列關鍵字

summary ； summarization strategy instruction ； summarization ability ； reading comprehension

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