本研究旨在以系統功能語言為理論工具分析兩不同圖文整合方式之月相單元科學課文之結構,以及分析其對學生閱讀理解表現的差異,並探討空間能力在閱讀不同文本間的作用情形。 研究設計主要分準實驗研究和晤談研究兩部分。其中準實驗設計將學生隨機分為實驗組和控制組。實驗組學生閱讀由系統功能語言理論的技術性建構、蘊含序列、影像之窮舉式結構與情態表現等理念設計成的「功能語法文本」,控制組學生則閱讀九年一貫自然與生活科技教科書的「傳統文本」。其中準實驗研究之研究對象有132位國三學生,進行月相理解前測、閱讀不同文本、月相理解後測和空間能力測驗;晤談對象則依後測表現以階層式隨機抽取16位學生,進行深入晤談以瞭解學生對文本的看法和理解情形。 準實驗研究結果發現,閱讀功能語法文本顯著比閱讀傳統文本更能促進學生的閱讀理解;空間能力在「應用」層次與「月相與日期」向度成就表現關係密切;而文本和空間能力間並無顯著交互作用。另外,由晤談結果顯示學生對傳統文本之圖像充斥另有概念且無法完全理解圖像中的各個元素;而功能語法文本不但能有效引領學生閱讀、少另有概念、且較能刺激學生思考。最後本研究對圖文整合分析、未來研究等提出建議。
Drawn upon the perspective of Systemic Functional Linguistics (SFL), this study aimed at exploring the effect of science text and image integration and the role of readers’ spatial ability on pupils’ reading comprehension. Two “lunar phase” texts with different ways of image integration were generated – the traditional text and SFL text. These two texts contain the same science concepts with major differences of “Technicality Construction”, “Representational Structure”, and degree of “Modality”. A quasi-experimental design and semi-structured interview was utilized in this study. “Test of understanding of lunar phase” was developed to probe pupils’ understanding before and after reading the texts. In addition, a test of spatial ability was also employed to assess pupil’s spatial ability. One hundred thirty two junior high school students were randomly assigned to read one of the two texts, where sixteen pupils with high, medium, and low performance on post-test were selected purposefully as the subjects of interview. Major findings were as followings: (a) Students who read the SFL text performed significantly better than who read the other text. (b) Although readers’ spatial ability affects some aspects of their understanding, no interaction of spatial ability and text was found. (c) Students who read traditional text generated lots of alternative conceptions of lunar phase and had difficulties in making sense of image. On the contrary, pupils who read the SFL texts produced relatively few misunderstandings. Accordingly, implications of the findings were discussed and the topics for further studies were suggested.
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