讀寫結合教學對國小四年級學生閱讀理解與寫作表現效果之研究

Teaching of elementary reading and writing with students in fourth grade reading comprehension and writing performance results of experimental study

詹淑惠(Shu-Hui Chan)

指導教授 ： 黃寶園

中臺科技大學/護理學院/文教事業經營研究所/碩士(2012年)

https://doi.org/10.6822/CTUST.2012.00003

摘要

本研究的目的在於使用準實驗設計，探討本研究所設計的讀寫結合教學課程對國小四年級學童閱讀理解、寫作表現與寫作態度的影響。本研究以臺中市一所國小四年級兩個班級的學童為研究對象，其中一班為實驗組，另一班為控制組。實驗組學童接受為期20週，總計22節課的「讀寫結合」教學；控制組學童則接受一般寫作教學。實驗教學前後二組學童均接受「閱讀理解測驗」、「寫作表現評分」、「寫作態度量表」之施測，學童家長則接受「家長對學童寫作態度反應量表」的施測，實驗後以單因子共變數分析比較二組學童及家長在各變項上之差異。
研究結果發現：
一、讀寫結合教學對國小四年級學童整體閱讀理解有顯著的增進效果。
二、讀寫結合教學對國小四年級學童閱讀之「詞彙理解」、「文意理解」和「推論理解」有顯著的增進效果。
三、讀寫結合教學對國小四年級學童整體寫作表現有顯著的增進效果。
四、讀寫結合教學對國小四年級學童寫作表現之「立意取材」、「結構組織」和「遣詞造句」有顯著的增進效果。
五、讀寫結合教學對國小四年級學童整體寫作態度有顯著的正向影響。
六、讀寫結合教學對國小四年級學童寫作態度之「情感」、「行為」和「認知」有顯著的正向影響。
七、讀寫結合教學對國小四年級家長自覺學童之整體寫作態度有顯著的正向影響。
八、讀寫結合教學對國小四年級家長自覺學童寫作態度之「情感」和「認知」有顯著的正向影響。
最後研究者針對研究結果加以討論，並針對寫作與閱讀教學提出建議，作為國小學童讀寫結合教學的應用及未來研究上的參考。

關鍵字

讀寫結合 ； 閱讀理解 ； 寫作表現 ； 寫作態度

並列摘要

The purpose of this study is to examine the effects of reading and writing instruction on fourth graders’ reading comprehension, writing performance and writing attitude by using a quasi-experimental design. Two fourth –grade classes from an elementary school in Taichung City were randomly assigned to the experimental group and control group. Reading and writing instruction was implemented in the experimental group for 20 weeks (a total of 22 class periods), while the control group received the traditional writing instruction. Before and after the experiment, both groups received reading comprehension test, writing performance evaluation and writing attitude measurement. The parents received a test on measurement of parents’ reaction to students’ writing attitude. The data obtained from two sets of the students and the parents’ tests were analyzed and compared by a one-way ANCOVA to examine the differences on variables.
The findings were listed as the followings:
1. Reading and writing instruction significantly enhanced the effect on fourth graders’ overall reading comprehension.
2. Reading and writing instruction significantly enhanced the effect on fourth graders’ comprehension of vocabulary, context and deduction.
3. Reading and writing instruction significantly enhanced the effect on fourth graders’ overall writing performance.
4. Reading and writing instruction significantly enhanced the effect on fourth graders’ writing performance of conception forming, material gathering, structure organizing and words / sentences using.
5. Reading and writing instruction had significant and positive influences on fourth graders’ overall writing attitude.
6. Reading and writing instruction had significant and positive influences on fourth graders’ writing attitude of emotion, behavior and cognition.
7. Reading and writing instruction had significant and positive influences on parents’ awareness of fourth graders’ overall writing attitude.
8. Reading and writing instruction had significant and positive influences on parents’ awareness of fourth graders’ writing attitude toward emotion and cognition.
The researcher discussed the findings and provided suggestions for application of reading and writing instruction on elementary school students and for references of future studies.

並列關鍵字

Combination of reading and writing ； Reading comprehension ； Writing performance ； Writing attitude

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