應用閱讀理解理論修改數學文本對小五學生數學概念理解之影響

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應用閱讀理解理論修改數學文本對小五學生數學概念理解之影響

TThe Effects of Applying Comprehension Theory to Modify Math Text on Math Concept Comprehension among Fifth Graders.

陳虹君 , Masters　　Advisor：曾玉村　　

繁體中文

閱讀理解；閱讀能力；先備知識；連貫性文章結構；數學文本

Abstract │ Reference (46) │ Altmetrics

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The research investigated the effects of revising math text coherent on text comprehension of fifth grade students with different prior knowledge and reading abilities.
There were 275 fifth grade participants in experiment 1. They were divided into four types by their prior knowledge and reading abilities which were high -knowledge with high reading ability, high-knowledge with low reading ability, low-knowledge with high reading ability, and low-knowledge with low reading ability. They were randomly assigned to read either traditional text or experimental text. Three different variables were used to gauge students’ comprehension performance including a text-based representation index, a situation model index, and an overall comprehension index which was the sum of the previous two. Experiment 1 was a 2 (text structure) × 2 (prior knowledge) × 2 (reading ability) 3-way factorial design. A comprehension performance test was taken immediately after subjects read the text. The results indicated that prior knowledge and reading abilities affected students’ comprehension performance. Students with high-knowledge performed better than those with low-knowledge, and students with high reading ability performed better than those with low reading ability. There were no interaction between prior knowledge and reading ability. As for text structure, coherent text did not have apparent effects on students’ comprehension performance.
In the 2nd experiment, we carefully rearranged concept hierarchy of the concept map appended in the text, and used explicit personal reference that would made the texts be more coherent. We adopted a 2 (text structure) × 2 (prior knowledge) factorial design. The participants were fifth grade students that did not participated in Experiment 1. 
The results of Experiment 2 indicated that prior knowledge had significant effects on overall comprehension index, text-based representation index, and situation model index. Namely those with high-knowledge performed better than those with low- knowledge on overall comprehension index, text-based representation index, and situation model index. This outcome replicated that of Experiment 1, which meant the differences among the students could be measured by the prior knowledge assessment tool provided by this study. In terms of text structure, those who read experimental text performed better than those who read traditional text on both overall comprehension index and text-based representation index. This meant that “concept map” and “explicit personal reference” could be important factors that affect reading comprehension. It also demonstrated that a good concept map as well as explicit personal reference might help students’ performance on reading comprehension.

Reference ( 46 ) 〈TOP〉

宋曜廷（2000）。先前知識文章結構和多媒體呈現對文章學習的影響。國立臺灣師範大學教育心理與輔導研究所博士論文，未出版，台北市。
連結：
李馥光（2008）。連接詞對台灣高職生英文閱讀理解的影響。國立政治大學英語教學碩士在職專班碩士論文，未出版，台北市。
連結：
柯華葳、陳冠銘（2004）。文章結構標示與閱讀理解－以低年級學生為例。教育心理學報，36（2），頁185-200。
連結：
柯玳伊（2009）。英文連貫詞理解和閱讀理解的關係。國立臺北教育大學¬兒童英語教育學系碩士班碩士論文，未出版，台北市。
連結：
翁育誠（2004）。以蘊含序列與詞彙密度兩種結構探討科學課文結構與閱讀理解的關係－以溫度與熱為例。國立臺灣師範大學科學教育研究所碩士論文，未出版，台北市。
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