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題名 文章結構的提示與主題知識對兒童說明文寫作表現的影響
Effects of text structure and topic knowlrdge on children`s expository writing
作者 洪金英
Hong, Jin-Ying
貢獻者 鄭晉昌
Jihn-Chang Joseph Jehng
洪金英
Jin-Ying Hong
關鍵詞 文章結構
主題知識
說明文寫作
寫作認知歷程
text structure
topic knowledge
expository writing
cognitive iting
日期 1993
上傳時間 29-Apr-2016 16:39:44 (UTC+8)
摘要 本研究旨在探討文章結構與主題知識對國小學童說明文寫作表現的影響。
參考文獻 古國順(民80)。 國語文課程教材教法之檢討及改進方向。教師天地
     ，第五十五期， 42-48。
     杜淑貞(民75) 。小學作文教學探究。 台北:學生書局。
     沈添鉦(民79)。 圖解大意在作文教學土的應用。教師之友， 第三十
     一卷，第一期， 27-30 。
     吳錦釵(民79) 。寫作歷程探討與其在教學上的意義。發表於臺灣省
     第一屆教育學術論文發表會論文集， 257-268。
     林清山(民81)。 心理與教育統計學。台北:東華書局。
     柯華葳、陳俊仁(民81) 。小學生說話與作文產品之比較。國立中正
     大學學報，第三卷，第一期， 27-46。
     張新仁(民78)。 不同學科的認知歷程分析。教育研究，第三期， 43
     -59 。
     張新仁(民81) 。寫作教學研究:認知心理學取向。高雄:復文圖書
     出版社。
     郭生玉(民74)。 心理與教育研究法。台北:精華當局。
     教育部(民64) 。國民小學課程標準。台北:正中書局。
     教育部(民70) 。國小六年級學生國語文能力評量總報告。 台北女師
     專。
     黃昆輝(民68) 。國小語文科教學評量之研究。國立台灣師範大學教
     育研究所期刊，第二十一期，139-249 。
     鄭昭明(民76) 認知心理與教學研究。收於師大教育系主編教學研究
     專集(頁55-83) 。台北:南宏書局。
     蔡銘津:(民80)。 寫作過程教學法對國小學童寫作成效之研究。國立
     高雄師範大學教育研究所碩士論文。(未出版)
     羅素貞(民82) 。寫作之觀念產出歷程研究。國立政治大學教育研究
     所碩士論文。(未出版)
     蘇洵明(民81 ~ 5 月21 日)。 作文的辨體指導(上) 。國語日報，第八版。
     
     
     
     
     
     Production of expository text. Paper to be presented at the Annual Meeting of the American Educational Research Associaton, New Orleans.
     Brown, A. L. (1978). Kowledge when , Where , and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol.1, pp.77-165). Hillsdale, N.J.: Lawrence Erlbaum. Brown, A.L.(1980). Metacognitive development and reading In R. J. Spiro, B. C. Bruce, W. F. Brewer (Eds.). Theoretical issues in reading comprehension (PP.453-482). Hillsdale, N.J.:(1981). Inducing flexible thinking: The problem of access. In-M. P. Friedman, J.P. Das, & N. C’cornor(Eds.), Intelligence and learning (pp.515-529). N.Y.: Plenum press.
     Brown, A. L., & Compione, J. C. (1986). Psychological theory and the study of learning disabilities. American Psychologist, 41(10), 1059-1068.
     Brown, A. L., & Smiley, S. S. (1978). The development of strategies for studying texts. Child Development, 49, 1076-1088.
     Bruce, B., Collins, A., Rubin, A. D., & Gentner, D. (1982). Three perspectives on writing. Educational Psychologist, 17, 131-145.
     Caccamise, D. J. (1987). Idea generation in writing. In A. Matsuhashi (Ed.), Writing in real time. Norwood, N.J.:Ablex.
     Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (ed.), Children’s thinking: What
     W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp.31-50). Hillsdale, N.J.:Lawrence Erlbaum.
     Flower, L. S., & Hayes, J. R. (1981a). A cognitive process theory of writing. College composition and communication, 33, 365-387.
     Flower, L. S., &Hayes, J. R.(1981b). Plans that guide the composing process. In C. H. Frederiksen & J. F. Dominic (Eds.), Writing : The nature, development, and teaching of written communication (Vol.2, pp.39-58). Hillsdale, N.J.: Lawrence Erlbaum.
     Glaser, R. (1984). Education and thinking: The role of Knowledge. American Psychologist, 39(2), 93-104.
     Glynn, S. M., Britton, B. K. Muth, D., Dogan, N. (1982). Writing and revising persuasive documents: Cognitive demands, Journal of Educational Psychology, 74, 557-567.
     Gordon, C. J. , & Braun, C. (1986). Mental processes in reading and writing: A critical look at self-reports as supportive data. Journal of Educational Research, 79(5), 292-301.
     Gould, J. D. (1978). How experts dictate. Journal of Experimental Psychology: Human Perception and Performance, 4, 648-661.
     Gould, J. D. (1980). Experiments on composing letters: Some facts, some myths , and some observations. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 97-127). Hillsdale, N.J.: Lawrence Erlbaum.
     Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R.
     Elementary school children’s awareness of inconsistencies. Child Development, 50, 643-655.
     Matsuhashi, A.(1981). Pausing and planning: The tempo of written discourse production. Research in the Teaching of English, 15, 113-134.
     Matsuhashi, A. (1982). Explorations in the real-time production of written discourse. In M. Nystrand(Ed.), What writers know (pp.269-290). New York : Academic Press.
     Mayer, R. E. (1987). Educational psychology : A cognitive approach. Boston: Little, Brown and Company.
     McCann, T. M. (1989). Student argumentative writing knowledge and ability at three grade levels. Research in the Teaching of English, 23(1), 62-76.
     Mcgee, L. M. (1982). Awareness of text structure: Effects on children’s recall of expository text. Reading Research Quarterly, 17(4), 581-590.
     Mayer, B. (1975). The structure of prose: Effects on learning and memory and implications for educational practice. In R. C. Anderson, R. J. Spiro, W. E. Montague(Eds.), Schooling and the acquisition of knowledge (pp. 179-200). Hillsdale, NJ: Lawrence Erlbaum.
     Meyer, B. J. F. (1985). Prose analysis: Purposes , procedures, and problems. In B. Britton, & J. Black (Eds.), Understanding expository text (pp.11-64). Hillsdale, N.J.: Lawrence Erlbaum.
     Miller, P.H., Seier, W. L., Probert, J. S., & Aloise, P.A. (1991). Age differences in the capacity demands of a strategy among spontaneously strategic children. Journal of Experimental Child Psychology, 52, 149-165.
描述 碩士
國立政治大學
教育學系
G795213
資料來源 http://thesis.lib.nccu.edu.tw/record/#B2002004180
資料類型 thesis
dc.contributor.advisor 鄭晉昌zh_TW
dc.contributor.advisor Jihn-Chang Joseph Jehngen_US
dc.contributor.author (Authors) 洪金英zh_TW
dc.contributor.author (Authors) Jin-Ying Hongen_US
dc.creator (作者) 洪金英zh_TW
dc.creator (作者) Hong, Jin-Yingen_US
dc.date (日期) 1993en_US
dc.date.accessioned 29-Apr-2016 16:39:44 (UTC+8)-
dc.date.available 29-Apr-2016 16:39:44 (UTC+8)-
dc.date.issued (上傳時間) 29-Apr-2016 16:39:44 (UTC+8)-
dc.identifier (Other Identifiers) B2002004180en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/88924-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) G795213zh_TW
dc.description.abstract (摘要) 本研究旨在探討文章結構與主題知識對國小學童說明文寫作表現的影響。zh_TW
dc.description.tableofcontents 第一章 緒論. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
     第一節 　研究動機、背景與目的. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
     第二節 　研究問題的方向. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
     第三節 　研究問題的重要性及預期貢獻. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
     
     第二章 文獻探討. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
     第一節 　寫作的認知歷程. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
     第二節 　影響寫作表現的因素. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
     第三節 　說明文的寫作研究. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
     第四節 　研究問題與假設. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
     
     第三章 預試實驗. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
     第一節 　預試實驗一. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
     第二節 　預試實驗二. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
     
     第四章 正式實驗. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
     第一節 　實驗方法. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
     第二節 　研究結果. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
     
     第五章 討論與建議. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
     
     參考書目. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
     
     附錄一　預試實驗一研究材料. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
     附錄二　預試實驗二研究材料. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
     附錄三　實驗研究材料：題目主題知識熟悉度測驗. . . . . . . . . . . . . . . . . . . . . . . . . 87
     附錄四　實驗研究材料：各組作業. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
     附錄五　說明文評定量表. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
     附錄六　各組完成作品舉隅. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002004180en_US
dc.subject (關鍵詞) 文章結構zh_TW
dc.subject (關鍵詞) 主題知識zh_TW
dc.subject (關鍵詞) 說明文寫作zh_TW
dc.subject (關鍵詞) 寫作認知歷程zh_TW
dc.subject (關鍵詞) text structureen_US
dc.subject (關鍵詞) topic knowledgeen_US
dc.subject (關鍵詞) expository writingen_US
dc.subject (關鍵詞) cognitive itingen_US
dc.title (題名) 文章結構的提示與主題知識對兒童說明文寫作表現的影響zh_TW
dc.title (題名) Effects of text structure and topic knowlrdge on children`s expository writingen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 古國順(民80)。 國語文課程教材教法之檢討及改進方向。教師天地
     ，第五十五期， 42-48。
     杜淑貞(民75) 。小學作文教學探究。 台北:學生書局。
     沈添鉦(民79)。 圖解大意在作文教學土的應用。教師之友， 第三十
     一卷，第一期， 27-30 。
     吳錦釵(民79) 。寫作歷程探討與其在教學上的意義。發表於臺灣省
     第一屆教育學術論文發表會論文集， 257-268。
     林清山(民81)。 心理與教育統計學。台北:東華書局。
     柯華葳、陳俊仁(民81) 。小學生說話與作文產品之比較。國立中正
     大學學報，第三卷，第一期， 27-46。
     張新仁(民78)。 不同學科的認知歷程分析。教育研究，第三期， 43
     -59 。
     張新仁(民81) 。寫作教學研究:認知心理學取向。高雄:復文圖書
     出版社。
     郭生玉(民74)。 心理與教育研究法。台北:精華當局。
     教育部(民64) 。國民小學課程標準。台北:正中書局。
     教育部(民70) 。國小六年級學生國語文能力評量總報告。 台北女師
     專。
     黃昆輝(民68) 。國小語文科教學評量之研究。國立台灣師範大學教
     育研究所期刊，第二十一期，139-249 。
     鄭昭明(民76) 認知心理與教學研究。收於師大教育系主編教學研究
     專集(頁55-83) 。台北:南宏書局。
     蔡銘津:(民80)。 寫作過程教學法對國小學童寫作成效之研究。國立
     高雄師範大學教育研究所碩士論文。(未出版)
     羅素貞(民82) 。寫作之觀念產出歷程研究。國立政治大學教育研究
     所碩士論文。(未出版)
     蘇洵明(民81 ~ 5 月21 日)。 作文的辨體指導(上) 。國語日報，第八版。
     
     
     
     
     
     Production of expository text. Paper to be presented at the Annual Meeting of the American Educational Research Associaton, New Orleans.
     Brown, A. L. (1978). Kowledge when , Where , and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol.1, pp.77-165). Hillsdale, N.J.: Lawrence Erlbaum. Brown, A.L.(1980). Metacognitive development and reading In R. J. Spiro, B. C. Bruce, W. F. Brewer (Eds.). Theoretical issues in reading comprehension (PP.453-482). Hillsdale, N.J.:(1981). Inducing flexible thinking: The problem of access. In-M. P. Friedman, J.P. Das, & N. C’cornor(Eds.), Intelligence and learning (pp.515-529). N.Y.: Plenum press.
     Brown, A. L., & Compione, J. C. (1986). Psychological theory and the study of learning disabilities. American Psychologist, 41(10), 1059-1068.
     Brown, A. L., & Smiley, S. S. (1978). The development of strategies for studying texts. Child Development, 49, 1076-1088.
     Bruce, B., Collins, A., Rubin, A. D., & Gentner, D. (1982). Three perspectives on writing. Educational Psychologist, 17, 131-145.
     Caccamise, D. J. (1987). Idea generation in writing. In A. Matsuhashi (Ed.), Writing in real time. Norwood, N.J.:Ablex.
     Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (ed.), Children’s thinking: What
     W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp.31-50). Hillsdale, N.J.:Lawrence Erlbaum.
     Flower, L. S., & Hayes, J. R. (1981a). A cognitive process theory of writing. College composition and communication, 33, 365-387.
     Flower, L. S., &Hayes, J. R.(1981b). Plans that guide the composing process. In C. H. Frederiksen & J. F. Dominic (Eds.), Writing : The nature, development, and teaching of written communication (Vol.2, pp.39-58). Hillsdale, N.J.: Lawrence Erlbaum.
     Glaser, R. (1984). Education and thinking: The role of Knowledge. American Psychologist, 39(2), 93-104.
     Glynn, S. M., Britton, B. K. Muth, D., Dogan, N. (1982). Writing and revising persuasive documents: Cognitive demands, Journal of Educational Psychology, 74, 557-567.
     Gordon, C. J. , & Braun, C. (1986). Mental processes in reading and writing: A critical look at self-reports as supportive data. Journal of Educational Research, 79(5), 292-301.
     Gould, J. D. (1978). How experts dictate. Journal of Experimental Psychology: Human Perception and Performance, 4, 648-661.
     Gould, J. D. (1980). Experiments on composing letters: Some facts, some myths , and some observations. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 97-127). Hillsdale, N.J.: Lawrence Erlbaum.
     Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R.
     Elementary school children’s awareness of inconsistencies. Child Development, 50, 643-655.
     Matsuhashi, A.(1981). Pausing and planning: The tempo of written discourse production. Research in the Teaching of English, 15, 113-134.
     Matsuhashi, A. (1982). Explorations in the real-time production of written discourse. In M. Nystrand(Ed.), What writers know (pp.269-290). New York : Academic Press.
     Mayer, R. E. (1987). Educational psychology : A cognitive approach. Boston: Little, Brown and Company.
     McCann, T. M. (1989). Student argumentative writing knowledge and ability at three grade levels. Research in the Teaching of English, 23(1), 62-76.
     Mcgee, L. M. (1982). Awareness of text structure: Effects on children’s recall of expository text. Reading Research Quarterly, 17(4), 581-590.
     Mayer, B. (1975). The structure of prose: Effects on learning and memory and implications for educational practice. In R. C. Anderson, R. J. Spiro, W. E. Montague(Eds.), Schooling and the acquisition of knowledge (pp. 179-200). Hillsdale, NJ: Lawrence Erlbaum.
     Meyer, B. J. F. (1985). Prose analysis: Purposes , procedures, and problems. In B. Britton, & J. Black (Eds.), Understanding expository text (pp.11-64). Hillsdale, N.J.: Lawrence Erlbaum.
     Miller, P.H., Seier, W. L., Probert, J. S., & Aloise, P.A. (1991). Age differences in the capacity demands of a strategy among spontaneously strategic children. Journal of Experimental Child Psychology, 52, 149-165.		zh_TW