自我解釋策略教學對國小學童科學文本理解歷程與成效之影響

The Effects of Self-Explanation Strategy Instruction on the Processes of Science Texts Comprehension and Effectivenesses for Five-Grade Students

薛夙芬(Su-Fen Hsueh)

指導教授 ： .連啟舜教授 ； 曾玉村教授

國立中正大學/教育學院/教育學研究所/碩士(2015年)

摘要

本研究旨在探討對國小高年級學童實施自我解釋策略教學之可行性。研究目的有三：（1）探討自我解釋策略教學對國小高年級學童自我解釋的學習成效； （2）探討自我解釋策略教學對國小學童科學文本理解的影響；（3）探討自我解釋策略教學對國小學童產生自我解釋類型的影響。
研究對象為89位國小五年級學生，依便利取樣分為自我解釋策略教學組、閱讀理解策略教學組與控制組。經由自我解釋策略教學，將不同理解能力的學童對科學文本的自我解釋得分，進行二因子變異數分析。研究結果發現：
1. 實施自我解釋策略教學對國小高年級學生，在自我解釋的學習成效顯著。
2. 自我解釋策略教學對不同閱讀理解能力學生，在自我解釋的學習成效均有幫助。
3. 實施自我解釋策略教學，對國小高年級學童科學文本的理解成效沒有顯著的影響。
4. 透過自我解釋策略教學，促進國小學童產生高層次自我解釋的類型。

關鍵字

理解歷程 ； 閱讀理解能力 ； 自我解釋

並列摘要

This study was designed to explore the influence on the process of children’s scientific texts comprehension and to examine the effect of self-explanation strategy instruction.
Three intact classes (89 students) from the elementary school participated in this study and were randomly assigned to one of the experimental conditions: (1) Self-explanation strategy instruction; (2) reading comprehension strategy instruction; (3) traditional literacy instruction. Before and after the instruction, all participants were given to read two different biological texts and to explain target sentences during their reading. All participants’ self-explanation protocols were recorded and analyzed by experimenter-developed category. Two-item posttests were administered to all participants for investigating their understanding of texts.
The result of this study were as follows:
The participants who received self-explanation strategy instruction performed better than the rest of instruction groups on self-explanation protocols. For the scientific text understanding, those who received reading comprehension instruction outperformed than self-explanation instruction and traditional instruction. The self-explanation strategy instruction promote the participants the performance on self-explanation from different reading comprehension ability .The participants who received self-explanation instruction produced more high levels self-explanation protocols than other groups.

並列關鍵字

the processes of the comprehension ； reading comprehension ability ； Self-explanation

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