建置自我提問閱讀測驗網站對提升國小學童閱讀理解能力影響之研究

林芳仰

doi:10.6344/NTUE.2014.00193

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建置自我提問閱讀測驗網站對提升國小學童閱讀理解能力影響之研究

The Study of Build Self-question Reading Test Site for Elementary School Children to Improve Reading Comprehension Study Ability

林芳仰 , Masters　　Advisor：劉遠楨;陳國棟　　

繁體中文 DOI： 10.6344/NTUE.2014.00193

自我提問；閱讀測驗；閱讀理解； Self-questioning ； reading test ； reading comprehension

Abstract │ Reference (84) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

This study aims to guide students to learn self-questioning strategies on the self-questioning learning website, based on PISA reading literacy assessment. This website contains three reading test modules-QAR self-questioning reading tests, general self-questioning reading tests, and traditional reading tests. There are ten articles for three sixth grade classes over a ten-week period. Statistical analysis is performed before and after the reading comprehension and self-questioning. Student satisfaction surveys are made to provide recommendations for future research and references on teaching learning.
 The results of this study are as follows: 
1. Reading comprehension: Learning results for " QAR self-questioning reading tests groups" and " general self-questioning reading tests groups” are better than" traditional reading tests groups”.
2. For the aspect of PISA reading comprehensions; 
1) Integration and Interpretation: Learning results for " QAR self-questioning reading tests groups" and " general self-questioning reading tests groups” learning results are better than" traditional reading tests groups”. 
2) Reflection and Evaluation: " QAR self-questioning reading tests groups" is better than " general self-questioning reading tests groups” and" traditional reading tests groups “.
3. Self-questioning: " QAR self-questioning reading tests groups" is better than " traditional reading tests groups “.
4. Students hold positive attitude on this self-questioning learning website.

Reference ( 84 ) 〈TOP〉

丁嘉琳（2007）。借鏡國際，台灣閱讀出了什麼問題？。天下雜誌，387，200-222。
連結：
吳宛儒（2008）。資訊科技融入國小高年級閱讀教學之行動研究（未出版之碩士論文）。國立臺東大學。台東縣。
連結：
吳嘉峯（2012）。Web2.0融入國小中年級閱讀理解策略教學之行動研究－以PICASA網路相簿為例（未出版之碩士論文）。淡江大學。新北市。
連結：
沈欣怡、蘇宜芬（2011）。推論性問題引導課程對國小四年級學童推論理解與閱讀理解能力之影響。教育心理學報，43，337 - 356。
連結：
林尹千與洪碧霞（2012）。國中學生社會領域線上閱讀素養評量工具之發展。國立臺灣科技大學人文社會學報，8（2），157-188。
連結：

Times Cited (1) 〈TOP〉

林惠美(2017)。國小三年級學童使用喜閱網的網站滿意度與閱讀態度、學習效能之研究~以高雄市某國小為例。義守大學資訊管理學系學位論文。2017。1-84。

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