本研究的目的在探討「歸納能力」對兒童摘要表現之影響,並瞭解「歸納能力」和「背景知識」對學生摘要的影響。研究設計為2(高、低歸納能力)×2(高、低背景知識)因子的準實驗設計,研究對象為嘉義縣某國小四年級兩個班級共52位學生,分別先實施自編背景知識測驗、上位概念歸納測驗,並將學生分為高、低背景知識以及高、低歸納能力兩組,再實施兩篇文章摘要測驗,實驗材料分別是一篇「描述列舉」和「因果關係」的說明文。實驗結束後,再針對摘要測驗的結果進行變異數分析之資料處理,以推論「歸納能力」對學生摘要表現之效果。本研究的結論如下: 一、高歸納能力的學生在描述列舉的文章結構的摘要表現較佳。 二、高歸納能力的學生在因果關係的文章結構的摘要表現較佳。 三、「背景知識」對「描述列舉」和「因果關係」文章之摘要表現無影響。 四、歸納能力與背景知識在「描述列舉」文章中無交互作用效果。 最後,根據本研究之結果及結論,提出未來研究之建議。
The purpose of this study was to investigate the effects of the generalization ability and prior knowledge on fourth graders’ summarization performance. This study conducted a 2 x 2 factorial design with 2 independent variables (generalization ability and background knowledge). Fifty-two participants were recruited from two fourth grade classes in an elementary school in Chiayi County. Several Participants were administred prior knowledge test, generalization ability test, and summarization tests with two types of expository texts (i.e., descriptive and causation). The results were as follows: 1.There was a significant effect of generalization ability on summarization of descriptive text. 2. There was a significant effect of generalization ability on summarization of casual text. 3. No interaction of generalization ability and background knowledge was found in this study. Based on the results, some suggestions for further studies were offered.