電子繪本融入分享閱讀與推論理解教學對國小學童閱讀理解能力之成效

The Effectiveness of Integrating E-Storybook with Shared-Book Reading and Inferential Comprehension Instruction on Elementary Students’Reading Comprehension

連欣欣(Hsin-Hsin Lien)

指導教授 ： 蔡秉燁

淡江大學/教育學院/教育科技學系碩士在職專班/碩士(2014年)

https://doi.org/10.6846/TKU.2014.00582

摘要

行動載具的普及，使得電子書的應用服務如雨後春筍般出現，其中，電子繪本因具備電子書的多媒體特性，提供了兒童不同的學習媒介與閱讀經驗。
本研究採準實驗研究法，旨在探討在電子繪本與紙本繪本中，動畫與文本一致性結合分享閱讀與推論理解兩種教學策略，能否支持閱讀理解的表現，並瞭解學童閱讀理解的學習經驗。實驗採用的研究工具為「中文閱讀理解測驗」，測驗時以團體施測方式進行前測、中測與後測三次測驗，實驗課程為「布克聽聽數位閱讀網」的電子繪本，研究樣本以台北市一所公立國小中年級學童為實驗對象，受試樣本共88人，所得資料以描述性統計、獨立樣本t檢定、成對樣本t檢定和二因子混合設計變異數分析等統計方法加以分析，以探究兩組在閱讀理解各題項的得分情形是否存在差異。本實驗分為實驗組（42人）與對照組（46人），實驗組採用平板電腦閱讀動畫與文本一致之電子繪本，對照組則閱讀與文本一致之紙本繪本。
研究結果顯示：
一、電子繪本融入分享閱讀教學時，在整體閱讀理解能力前測與後測
上之改變情形皆達顯著水準（p <.05），顯示電子繪本融入分享
閱讀教學對學生在「閱讀理解能力」上具有相當的成效。
二、電子繪本融入推論理解教學時，在整體閱讀理解能力前測與後測
上之改變情形皆達顯著水準（p <.05），顯示電子繪本融入推論
理解教學對學生在「閱讀理解能力」上具有相當的成效。
三、無論使用哪一種文本呈現方式均會產生學習成效，最根本的原因
是閱讀教學策略。
四、根據教師觀察者於觀察記錄表內之回饋提及：教學活動流暢，講
述課程內容清楚並善用提問技巧。
五、根據學生閱讀回饋分析結果，大部分的學生對於本課程感到滿
意。
六、學生表示學習本課程後，了解如何閱讀繪本，從圖與文之中，感
受到更多發人深省的想法。從學生自評的學習成效及其回饋結果
來看，本課程於閱讀課程中，確實可行且有必要。
因此，藉由電子繪本故事的舖陳與說故事的引導，不僅可引發學生的學習興趣，也可促進教師對於課程產生新的思維與想法。文末，研究者則提出如何運用繪本進行閱讀教育的建議，供家長、教師參考。

關鍵字

電子繪本 ； 文本呈現方式 ； 分享閱讀 ； 推論理解 ； 閱讀理解能力

並列摘要

With the popularization of mobile devices, the application services of e-books have mushroomed. Among them, e-storybooks, like e-books’ use of multimedia technology, provide different learning media and reading experiences for children.
This study adopts quasi-experimental research to inquire whether coherence between text and animation in e-storybooks and picture books, integrated with two instructional strategies (shared-book reading and inferential comprehension) can support reading comprehension performance for understanding children’s learning experience in reading comprehension.
The research adopted “The Test of Reading Comprehension” (TTRC) as a tool. The pretest, midtest and posttest were conducted in groups. The experimental program adopted e-storybooks from the website “Book Tell Library.” 88 mid graders from a public primary school in Taipei City participated in the study. To investigate whether the divided two tasks existed any score difference on all question types in TTRC, the data were analyzed by diverse statistical methods: descriptive statistics, independent sample t test ,paired sample t test, and Two-way Mixed Design ANOVA. There were 2 tasks. Task 1 was coherent text for experimental group(N=42), reading e-storybooks via tablets. Task 2 was that for control group(N=46), reading picture books. Results are:
1.Based on the analysis of Means, it inferred that all
abilities of this group were significantly enhanced.
In sum, there was a significant effectiveness on students’
reading comprehension ability.
2.Based on the analysis of Means, it inferred that all 6
sub-abilities of this group were significantly enhanced.
Hence, there was an obvious effectiveness on students’
reading comprehension ability.
3.Either way of the text display usage will lead to learning
effectiveness, which is primarily resulted from reading
teaching strategy.
4.According to the feedback on teaching observation record
chart, the observer referred that there were a fluency in
teaching activity progress, a clarity in lecturing course
content, and a familiarity in questioning techniques use
in class.
5.According to results in student reading feedback analysis,
most students were satisfied with this program.
6.After studying this program, students learned how to read
storybooks and sensed more reflections from text and
photography. Based on students’ self-evaluation
effectiveness and feedback results, this program was
feasible and necessary for implementing reading curriculum.
As a result, through e-storybook storytelling arrangement and guidance, students’learning interests are not only intrigued, but teachers’new thinking or ideas on courses are also provoked. In the end, the researcher offers suggestions for the way to proceeding reading education via e-storybook as the parents and teachers’reference.

並列關鍵字

E-storybook ； The display of text ； Shared-book reading ； Inferential comprehension ； Reading comprehension ability

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