閱讀研究議題七
No Thumbnail Available
Date
2011-12-31
Authors
唐淑華
甄曉蘭
劉美慧
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究企圖探討透過多文本課外閱讀的方式是否能有效幫助國中七年級學 生增進其對歷史主題的意義建構、情意態度的建立與認知學習的成效。計畫為期 兩年，第一年研究主要聚焦於文本的選取，第二年計畫則將進一步探討學生在意 義建構時的心理歷程，以及同儕討論對此閱讀歷程的影響。本年度研究研究分三 階段進行：第一階段先以個別訪談方式，採放聲思考（think aloud）方式收集學 生閱讀時的歷程性資料，此在了解學生如何進行文本之間的比對，以及如何理解 每篇文章作者的論點；第二階段則採實驗法，以瞭解小組討論是否更勝於個別閱 讀，亦即實驗組學生在經過小組討論的多文本課外閱讀後，其對歷史主題的意義 建構、情意態度的建立與認知學習的成效是否皆顯著優於那些僅以個別方式閱讀 多文本的控制組學生；最後一階段則以實驗介入方式，了解多文本課外閱讀作為 提升學生歷史學習成效的可行性。本研究完成後，除了能更清楚了解課外閱讀與 學習遷移之間的關係之外，亦希望建立一套選擇課外書的指標與活動設計流程的 機制，以作為未來歷史科老師在使用課外閱讀時的參考。
The purpose of the present study is to explore how seventh-grade students can benefit from reading multiple texts on controversial topics in History. Based on the research framework of Kintsch’s Construction-Integration Model and Zarnowski’s five criteria in Sense Making of History, this project will use trade books and adolescent literature as multiple sources of further reading to study history. The reading activity of K-W-L-A will be adopted. The study will compare the construction of meaning from reading textbook plus trade books chosen to enrich the textbook, and reading textbook plus books generally recommended for seventh graders in the school. The study will also interview history teachers, and analyze the coherence between the textbook, the teacher’s manual, and the trade books. In addition, concept circles formed by students will also be implemented during reading. By depicting a clearer relation between multiple texts and history learning (including gaining in content knowledge as well as in disciplinary knowledge), the study will have implications for theories of reading comprehension for multiple texts, and for the design and choice of instructional materials in history.
The purpose of the present study is to explore how seventh-grade students can benefit from reading multiple texts on controversial topics in History. Based on the research framework of Kintsch’s Construction-Integration Model and Zarnowski’s five criteria in Sense Making of History, this project will use trade books and adolescent literature as multiple sources of further reading to study history. The reading activity of K-W-L-A will be adopted. The study will compare the construction of meaning from reading textbook plus trade books chosen to enrich the textbook, and reading textbook plus books generally recommended for seventh graders in the school. The study will also interview history teachers, and analyze the coherence between the textbook, the teacher’s manual, and the trade books. In addition, concept circles formed by students will also be implemented during reading. By depicting a clearer relation between multiple texts and history learning (including gaining in content knowledge as well as in disciplinary knowledge), the study will have implications for theories of reading comprehension for multiple texts, and for the design and choice of instructional materials in history.