國小學童摘要子歷程探究

A Study of Children’s Summarization Process

陳弘輝(Hung-Hui Chen)

指導教授 ： 曾玉村，連啟舜

國立中正大學/教育學院/課程研究所/碩士(2013年)

摘要

本研究目的在探討不同年級和不同閱讀能力的國小學童進行摘要的歷程，本研究從摘要的次歷程–刪除、歸納和建構來分析不同年級和不同閱讀能力的國小學生摘要表現。研究對象國小三、六年級的學生各34人，以國民小學閱讀理解篩選測驗區分高低閱讀能力，使用自編摘要評量施測。受試者依年級和閱讀能力分組完成後，與其在不同摘要歷程版本文章的摘要表現，以三因子混合變異數分析進行統計考驗。
研究結果發現國小學童的年級、閱讀能力和摘要次歷程在摘要表現上無交互作用：
一、國小六年級學生的摘要表現明顯優於國小三年級的學生
二、高閱讀能力的學生的摘要表現明顯優於低閱讀能力的學生
三、國小學生在刪除歷程的摘要表現最好、歸納歷程次之，建構歷程的摘要
表現最弱。
最後，研究者針對研究結果加以討論，並提出幾點建議作為教學實務及未來研究上的參考。

關鍵字

摘要歷程

並列摘要

The main purpose of this study was to explore the summarization process of elementary school students with different reading comprehension ability across different grade levels. Subjects were recruited 34 sixth graders and 34 third graders from an elementary school in Chia-Yi. Three-way mixed design ANOVA was used to analyse the data. The findings were as follows:

1. Summarization performance, there was no interaction among ages, reading, and abilities. However there were significant main effects of ages, reading abilities, and sub summarize processing.
2. In term of grade level, sixth graders performed better than third graders on the summarization measure.
3. High-ability students outperformed less-ability students on the summarization measure.
4. For the process of summarization, there were different patterns on summarization performance when children read different versions of texts. That is, children constructed better summary when they read “deletion” version of text than “generalization” version and “construction” version of text.
The findings were discussed and some implications were made for further education.

並列關鍵字

summarization process

參考文獻

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