故事敘寫觀點與因果順序對兒童道德故事理解的影響

The Effects of Writing Perspective and Causal Relation on Children’s Moral Comprehension of Narrative

張思潔(Ssu-Chieh Chang)

指導教授 ： 連啟舜

國立中正大學/教育學院/課程研究所/碩士(2014年)

摘要

本研究目的在探討不同年級兒童閱讀不同敘寫觀點與因果順序的道德故事主題對其理解的影響。研究對象為三年級、五年級學童，將各年級學童分為四組，分別為「第一人稱+因果順敘」、「第一人稱+因果倒敘」、「第三人稱+因果順敘」「第三人稱+因果倒敘」。四組學生分別閱讀不同版本的故事三篇，故事閱讀完畢後進行自編道德理解故事測驗。測驗包含四個向度：自由回憶、字面理解、推論理解、主題理解。以二因子變異數分析進行統計考驗，了解不同年級兒童對於敘寫觀點與因果順序在道德主題理解之差異表現。
本研究主要發現如下：
一、就年級發展變項而言，五年級兒童不論在自由回憶、字面理解、推論理
解、主旨理解表現皆優於三年級兒童。
二、就因果順序變項而言，兒童在因果順敘版本的理解表現優於因果順序版
本。
三、就敘寫觀點表現而言，此變項與年級變項具交互作用。第一人稱對三年
級與五年級兒童在理解上皆無差異；而在第三人稱敘寫觀點五年級兒童
表現則優於三年級。

最後，研究者針對研究結果加以討論，並提出建議以為未來教學與研究之參考。

關鍵字

道德主題 ； 因果順序 ； 敘寫觀點 ； 閱讀理解

並列摘要

The purposes of this study were to examine how writing perspective and causal relations influence children’s moral comprehension. Participants were third and fifth graders recruited from an elementary school. All participants were randomly assigned to one of four experiment conditions : first-person with chronological version, first-person with flashback version, and third-person with chronological version, third-person with flashback version. A comprehension performance test was administrated immediately after reading the text. Four different measures were used to assess students’ comprehension performance including a free recall, a text-based representation, a situation model, and a theme representation. Two-way ANOVA’s were used to analyze the data. The results were as follows:
1. For the grade level, the fifth grade students performed better than third grade students on the free recall, the text-based representation measure, the situation model measure, and the theme representation measure.
2. In terms of causal relation, students who read chronological version stories performed better than those who read flashback version.
3. For writing perspective, there was an interaction between writing perspective and grade. For third-person version, the fifth grade students performed better than third grade student, but there is no advantage to first-person version.
Finally, some education suggestions and future implications were discussed.

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