科學教科書之「主題相關組」結合「體裁」分析

TRS and Genre of Science Textbooks and Its Influence on Reading Comprehension –take Buoyancy Unit for An Example

趙雅琳(Ya-Ling Chao)

指導教授 ： 楊文金

國立臺灣師範大學/理學院/科學教育研究所/碩士(2004年)

摘要

本研究旨在以系統功能語言學為理論架構，探討現行教科書『浮力』單元之課文內容與結構差異，進一步選取某一個版本的教科書進行改寫，並進行準實驗研究，同時分析不同文本對於學生閱讀理解的表現差異，及探討不同先備知識受試者在閱讀不同文本時的表現。
現行教科書四個版本加上國編版共五各版本的分析中，發現「主題相關體裁」的結構呈現差異很大，翰林版和康軒版較為類似，為程序說明、描述報告和因果解釋體裁交互使用的文本，而南一版、育成版、國編版則無因果解釋體裁，僅為程序說明和描述報告的文本，翰林版和康軒版呈現體裁和主題方式較多元，而南一版、育成版、國編版則主題呈現不一，並且體裁使用方式較單一，此三個版本中選擇以使用比例頗高的南一版進行改寫，改寫文本加入了解釋類的體裁，改寫文本的的體裁路徑為『討論→程序說明→描述報告→因果解釋→理論解釋→因果解釋→描述報告』，而南一版的體裁路徑則為『程序說明→描述報告』，且兩文本的主題起頭句（組）也以改寫版較南一版提示程度較強，預期可以幫助學生閱讀及掌握主題結構。
準實驗研究之研究對象133人，閱讀南一版的現行文本為68人，閱讀改寫的主題相關體裁文本為65人，進行浮力相關先備知識測驗、浮力閱讀理解前測、浮力閱讀理解後測，研究主要發現如下：
（1）在閱讀學習成就上：受試者閱讀『主題相關體裁改寫文本』優於『現行文本』。
（2）在不同先備受試者的學習成就上：閱讀『主題相關體裁改寫文本』的高、中、低先備受試者表現皆優於『現行文本』，尤其對高先備受試者助益較大，依序為中先備受試者和低先備受試者。
（3）在認知理解層次上：先備知識越高者，則認知理解層次越高，尤其對於高先備和中先備受試者影響較大。
（4）在內容概念向度上：低先備受試者理解內容概念的提升影響較大。

關鍵字

主題相關組 ； 教科書 ； 體裁

並列摘要

The study takes System Functional Linguistic (SFL) as theory frame to compare the differences of text contents and structures in buoyancy unit between several current textbooks. Following the comparison, the study chose a certain edition of textbook to rewrite it into our new text and execute a quasi-experiment between the original text and our new text. After the quasi-experiment, the study analyzes the influences of two texts on students’ reading comprehension. The study also conferred the performances of different prior knowledge testees with different texts.
Textbooks from five editions ( Han-Lin, Kang-Hsuan, Nan-I, U-Chen and National Institute for Compilation and Translation) are quite different on their topically related genre structures. Han-Lin’s texts are similar to Kang-Hsuan’s, their texts are interactive genres of procedure recount, descriptive report and casual explanation. However, texts form Nan-I, U-Chen and National Institute for Compilation and Translation’s editions have no casual explanation but procedure recount and descriptive report. Han-Lin and Kang-Hsuan’s textbooks are more diverse on genres and subjects, relatively, Nan-I, U-Chen and National Institute for Compilation and Translation’s edition present their subjects in different ways, also, the use of genres are more simplex. The study chose Nan-I edition to rewrite because of its considerably higher utility rate of the three textbooks. The rewrote texts are brought into the genre of explanation, so the genre’s sequence order is “ discussion, procedure recount, descriptive report, casual explanation, theoretical explanation, casual explanation, and descriptive report.” The sequence order of the rewrote text is totally different from the order of the original texts “procedure recount, descriptive report.” Moreover, the cue of the subject by the topic sentences/set of rewrote text are more explicit than those of Nan-I’s topic sentence, which are expected to help students get more understanding about the structures of subject.
The total amount of testees is 133, 68 people reading Nan-I texts, 65 people reading rewrote one. After the prior knowledge test in buoyancy, the reading comprehension pre-test of buoyancy unit and the reading comprehension post-test on buoyancy unit, the main finding are as the following:
1. Achievements from reading: Testees who read rewrote texts have better achievements than those who read Nan-I’s text.
2. Achievement of different prior knowledge testees: Testees who read rewrote texts are better than those who read Nan-I’s text no matter they are high, medium, or low prior knowledge testees, especially those of high prior knowledge, then comes the medium prior knowledge testees and low prior knowledge testees.
3. On comprehension level: Testees of higher prior knowledge have the higher comprehension level. The influence are more obvious on those testees of high prior knowledge and medium prior knowledge.
4. Concept dimension of contents: Reading of rewrote text promote testees of their concepts comprehension, and reading has higher influence on those of low prior knowledge.

並列關鍵字

TRS ； Textbook ； Genre

參考文獻

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