本研究主要探討國小二年級和四年級學生使用故事結構教學進行道德故事閱讀理解能力之影響情形。 研究採準實驗不等組後測設計,以二年級和四年級各三個班級的學生為研究對象。二、四年級的施測班級分別為一班實驗組,施以故事結構與心理空間理論,一班對照組,以故事結構教學進行,及一班控制組,以傳統講述法進行,透過字、詞、句子的教學幫助閱讀理解。二、四年級各三個組別同時進行十二週實驗教學活動,每週一節課;使用教材為研究者改編之道德故事。 於教學實驗前、後施予研究者自編之道德故事閱讀理解測驗,再針對測驗結果進行變異數分析,推論二、四年級學生在道德故事閱讀理解能力上的表現。實驗結果得出以下結論: 一、運用故事結構策略與心理空間理論教學有助於國小四年級學生學童道德故事閱讀理解。 二、國小四年級高分組學生在道德故事閱讀理解表現上顯著優於低分組學生。 三、國小二年級高分組學生在道德故事閱讀理解表線上顯著優於低分組學生。 另外,根據研究結果對實務教學及未來研究進行討論與建議。
This study aimed to explore the influence of story-structure instruction and mental-space-theory instruction on the second and the fourth graders in reading comprehension of the moral stories in an elementary school. This study adopted the quasi-experiment, non-equivalent control group pretest-posttest design. Three intact second-grade and fourth-grade classes were recruited from an elementary school in Chia-Yi, and randomly assigned to experimental group, contrast group and control group in each grade. The experimental group received story-structure instruction and mental-space-theory instruction, the contrast group received story-structure instruction, and control group received traditional literacy instruction. All groups received twelve-week instruction, one period for each week; the materials were moral stories edited by the researcher. All participants were administered a researcher-developed reading comprehension test before and after experiment. Two-way ANCOVA was conducted for analyzing data. The results were summarized as follows: 1. Story-structure and mental-space-theory theory instruction promoted fourth-grade students’ comprehension in moral story. 2. High-ability students on fourth grade outperformed low-ability students. According to conclusions, the study proposed suggestions for teaching and future studies.