資訊融入繪本教學對於閱讀與認字之研究

The Study on Information Integrated into Picture Storybook of Reading and Literacy

謝士英 ； 蔡宗穆

《科技教育課程改革與發展學術研討會論文集》 2005期 (2006/12) Pp. 319-324

https://doi.org/10.29495/CITE.200612.0319

摘要

本研究旨在瞭解運用多媒體資訊融入小組合作學習、紙本合作學習、傳統學習，進行10週故事繪本教學後，在國小五年級學童閱讀與認字之推動成效。本研究採用準實驗教學法、量的測驗和問卷調查法及質的訪談法，深入探討國小五年級學童在閱讀故事繪本後之影響，以三組受試130位學童爲研究樣本，採用「中文年級認字量表」瞭解起點行爲和學習成效，並邀請學者專家、教師研討選定8本故事繪本爲教材，並編製每本繪本的「閱讀測驗」及三份「故事繪本認字測驗」，以探討學童閱讀理解能力和認字能力。運用「小學兒童態度問卷調查表」和改編之閱讀行爲問卷，並以質的訪談法，深入瞭解學童的閱讀行爲和閱讀態度。最後，依據研究結果與討論，得知電子繪本合作學習組在認字量方面顯著優於紙本繪本合作學習組和傳統學習組。本研究結論以故事繪本小組合作閱讀對認字量、閱讀理解能力、閱讀行爲及閱讀態度之影響敘述，並提出進一步研究的建議。

關鍵字

資訊融入 ； 閱讀 ； 認字

並列摘要

The aim of this research is to understand the effects of the first graders' literacy and reading comprehension after 10-week picture storybook teaching by integrating multimedia information learning into paper-book cooperative learning and traditional learning. In this research, quasi-experimental teaching methods, quantitative tests, questionnaire survey, and qualitative interviews are used to explore how the first graders are affected after reading picture storybooks. First, 125 students are divided into three groups as study samples.”中文年級認字量表” is adopted to understand their initial behavior and learning effects. Then, select 8 picture storybooks suitable for the first graders as the teaching material. Reading comprehension tests for each picture book and three word identification tests are designed to explore the reading comprehension and the literacy abilities of the school children. Further, students are interviewed to understand their behavior and reading attitudes by using the Elementary Reading Attitude Survey, and adapted questionnaires on reading attitudes, along with qualitative interviews. Last, the result of the research and the afterward discussion show that the multimedia information cooperative learning group is obviously better in the quantity of literacy than paper cooperative learning group or traditional learning group. The conclusions of the research state the influence of picture storybook panel cooperative learning on the quantity of literacy, reading comprehension, reading behavior and reading attitude, as well as suggest that further study be needed.

並列關鍵字

Multimedia information learning ； Reading ； Literacy