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(Hung-Chun Chen)

指導教授 ： 曾玉村

國立中正大學/教育學院/教育學研究所/碩士(2012年)

摘要

本研究目的探討不同先備知識、閱讀能力的國小五年級學童在閱讀應用閱讀理解理論修改的數學文本後，其閱讀理解表現。
實驗一以275名國小五年級學童為研究對象，依先備知識測驗與閱讀能力測驗結果分為高先備知識/高閱讀能力、高先備知識/低閱讀能力、低先備知識/高閱讀能力、低先備知識/低閱讀能力等四種，隨機分成兩組，分別閱讀傳統文本以及實驗文本，探討在整體閱讀理解、文本表徵及情境模式等三方面的閱讀理解表現情形是否有差異。實驗一採2(文章結構) × 2(先備知識) × 2(閱讀能力)三因子獨立樣本研究設計，在閱讀文本後採立即施以閱讀理解成就測驗，研究結果發現學童的先備知識與閱讀能力會影響閱讀表現，高先備知識者表現優於低先備知識者，高閱讀能力者表現優於低閱讀能力者，且先備知識與閱讀能力兩者無交互作用；在文章結構方面，文章具連貫性與否並不會影響閱讀表現。
在實驗二，研究者進一步修改「概念架構圖」中概念階層的編排，並使用更明確的「人稱代名詞」用語，讓文本內容更為通順，語意更清楚，再將修改後的實驗文本進行2(文章結構) × 2(先備知識) 二因子獨立樣本研究設計，以另一批五年級學童（樣本不同於實驗一）為研究對象，欲了解先備知識與文章結構等兩變項對讀者整體閱讀理解、文本表徵及情境模式等三方面閱讀理解表現的影響。
結果發現，先備知識無論在整體閱讀理解、文本表徵、情境模式等表現都有顯著差異，也就是高先備知識者在整體閱讀理解、文本表徵、情境模式等三方面表現優於低先備知識者，這與實驗一研究結果呼應，代表實驗一與實驗二的學生皆可由本研究先備知識測驗工具測出讀者的差異性。在文章結構方面，閱讀實驗文本讀者在整體閱讀理解及文本表徵表現優於閱讀傳統文本讀者，表示讀者閱讀文本時，「概念架構圖」及「明確的人稱代名詞」可能是影響閱讀理解表現的重要因素，也顯示有良好的概念架構圖與明確的人稱代名詞，可能有助讀者閱讀文本時的閱讀理解表現。

關鍵字

閱讀理解 ； 閱讀能力 ； 先備知識 ； 連貫性文章結構 ； 數學文本

並列摘要

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.

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