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題名 具SOAR結構化筆記功能之合作數位閱讀標註系統對於國小學生閱讀理解成效之影響研究
A study on the effects of collaborative reading annotation system with soar structured note function on reading comprehension performance
作者 陳怡君
Chen, Yi Chun
貢獻者 陳志銘
Chen,Chih Ming
陳怡君
Chen,Yi Chun
關鍵詞 SOAR結構化筆記
合作閱讀標註
閱讀自我效能
閱讀理解成效
SOAR structured note
Cooperative reading annotation
Reading self-efficacy
Reading comprehension performance
日期 2017
上傳時間 31-Jul-2017 11:11:27 (UTC+8)
摘要 因應數位閱讀時代的來臨，在進行數位閱讀時，如何進行自我監控，協助學習者掌握閱讀技巧，特別是對於閱讀認知能力不足的小學兒童來說，在進行數位閱讀時更需要有完善的學習鷹架輔助，才能達到良好的閱讀成效。標註系統中也發展出許多不同機制來輔助閱讀，幫助提升學習者的閱讀動機與閱讀成效。但卻也發現學習容易著重在標註的量而忽略了標註的品質，反而無法提升其閱讀理解成效，在學習的過程中忽略了閱讀歷程與閱讀認知的適配性。因此，本研究在合作式數位閱讀標註系統上發展出一套基於閱讀標註支援更有效閱讀的「SOAR結構式筆記模組」，讓學習者於作筆記的過程中掌握文本的重點，幫助學習者提升其閱讀自我效能，希望可有效促進學習者在閱讀中有效的內化與重組，以提升閱讀理解的深度與成效。
本研究採單組實驗設計，探討學習者在使用具「SOAR結構化筆記模組」的「合作式數位閱讀標註系統」輔以閱讀學習的情境下，學習者的閱讀標註瀏覽行為、標註行為及SOAR筆記分數是否影響學生其閱讀自我效能、閱讀理解成效。此外，也針對不同性別與認知風格的學習者作探討。
研究結果發現: 1.在使用「合作式數位閱讀標註系統」支援閱讀的學習情境下，採用「SOAR結構化筆記模組」支援數位閱讀學習，其國小學生的標註行為、閱讀標註瀏覽行為及SOAR筆記分數與閱讀自我效能並無顯著相關2.女性學習者的自我效能與閱讀理解成效具有顯著高度正相關，並且具有線性迴歸之可預測性3.全體學習者的SOAR筆記分數與閱讀理解成具有顯著高度正相關，並且具有線性迴歸之可預測性4.男性學習者的SOAR筆記分數與閱讀理解成效具有顯著高度正相關，並且具有線性迴歸之可預測性5.對國小學生的閱讀理解成效具有顯著的提升6.對男性學習者與女性學習者的閱讀理解成效均具有顯著的提升7.對場地獨立型學習者與場地相依型的學習者的閱讀理解成效均具有顯著的提升。
最後，基於研究結果，本研究亦提出對教師及系統改良的建議，並提出幾個未來的研究方向，希望能對數位閱讀研究有所貢獻。
Abstract
To cope with the digital reading era, self-monitoring to assist learners in grasping reading skills during digital reading, especially for the digital reading of elementary pupils with inadequate reading cognitive capabilities, perfect learning scaffolding is required for achieving good reading performance. There are many different mechanisms developed in annotation systems to assist in reading and help learners promote the reading motivation and reading performance. However, it is also discovered that the learning could easily focus on the quantity of annotation, but ignore the quality of annotation so that the reading comprehension performance could not be enhanced and the suitability of reading process and reading cognition in the learning process is ignored. For this reason, a reading annotation based “SOAR structured note module” for supporting effective reading is developed on the cooperative digital reading annotation system, allowing learners grasping the key points in the text during the noting process and helping learners promote the reading self-efficacy. It is expected to effectively advance the effective internalization and organization of learners in the reading in order to enhance the depth and performance of reading comprehension.
With one-shot experimental design, the effect of learners’ reading annotation browsing behaviors, annotation behaviors, and SOAR note scores on the reading self-efficacy and reading comprehension performance, under the reading learning situation with “cooperative digital reading annotation system” with “SOAR structured note module”. Besides, gender and learners with different cognitive styles are also discussed in this study.
The research findings are concluded as below. 1. Under the reading learning situation with the support of “cooperative digital reading annotation system”, elementary students applying “SOAR structured note module” to support the digital reading learning do not appear significant correlations between annotation behaviors, reading annotation browsing behaviors, SOAR note scores and reading self-efficacy. 2. Female learners’ self-efficacy and reading comprehension performance present remarkably and highly positive correlations, with the predictability of linear regression. 3. All learners’ SOAR note scores and reading comprehension performance show significantly and highly positive correlation, with the predictability of linear regression. 4. Male learners’ SOAR note scores and reading comprehension performance reveal notably and highly positive correlation, with the predictability of linear regression. 5. Elementary students’ reading comprehension performance is remarkably enhanced. 6. Both male and female learners’ reading comprehension performance is significantly enhanced. 7. Both field-independent and field-dependent learners’ reading comprehension performance is notably enhanced.
Finally, suggestions for teachers and system improvement are proposed, based on the research results, in this study, and several research directions are also proposed for research on digital reading.

Key words: SOAR structured note; cooperative reading annotation; reading self-efficacy; reading comprehension performance
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描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
104913022
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104913022
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen,Chih Mingen_US
dc.contributor.author (Authors) 陳怡君zh_TW
dc.contributor.author (Authors) Chen,Yi Chunen_US
dc.creator (作者) 陳怡君zh_TW
dc.creator (作者) Chen, Yi Chunen_US
dc.date (日期) 2017en_US
dc.date.accessioned 31-Jul-2017 11:11:27 (UTC+8)-
dc.date.available 31-Jul-2017 11:11:27 (UTC+8)-
dc.date.issued (上傳時間) 31-Jul-2017 11:11:27 (UTC+8)-
dc.identifier (Other Identifiers) G0104913022en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/111498-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊學數位碩士在職專班zh_TW
dc.description (描述) 104913022zh_TW
dc.description.abstract (摘要) 因應數位閱讀時代的來臨，在進行數位閱讀時，如何進行自我監控，協助學習者掌握閱讀技巧，特別是對於閱讀認知能力不足的小學兒童來說，在進行數位閱讀時更需要有完善的學習鷹架輔助，才能達到良好的閱讀成效。標註系統中也發展出許多不同機制來輔助閱讀，幫助提升學習者的閱讀動機與閱讀成效。但卻也發現學習容易著重在標註的量而忽略了標註的品質，反而無法提升其閱讀理解成效，在學習的過程中忽略了閱讀歷程與閱讀認知的適配性。因此，本研究在合作式數位閱讀標註系統上發展出一套基於閱讀標註支援更有效閱讀的「SOAR結構式筆記模組」，讓學習者於作筆記的過程中掌握文本的重點，幫助學習者提升其閱讀自我效能，希望可有效促進學習者在閱讀中有效的內化與重組，以提升閱讀理解的深度與成效。
本研究採單組實驗設計，探討學習者在使用具「SOAR結構化筆記模組」的「合作式數位閱讀標註系統」輔以閱讀學習的情境下，學習者的閱讀標註瀏覽行為、標註行為及SOAR筆記分數是否影響學生其閱讀自我效能、閱讀理解成效。此外，也針對不同性別與認知風格的學習者作探討。
研究結果發現: 1.在使用「合作式數位閱讀標註系統」支援閱讀的學習情境下，採用「SOAR結構化筆記模組」支援數位閱讀學習，其國小學生的標註行為、閱讀標註瀏覽行為及SOAR筆記分數與閱讀自我效能並無顯著相關2.女性學習者的自我效能與閱讀理解成效具有顯著高度正相關，並且具有線性迴歸之可預測性3.全體學習者的SOAR筆記分數與閱讀理解成具有顯著高度正相關，並且具有線性迴歸之可預測性4.男性學習者的SOAR筆記分數與閱讀理解成效具有顯著高度正相關，並且具有線性迴歸之可預測性5.對國小學生的閱讀理解成效具有顯著的提升6.對男性學習者與女性學習者的閱讀理解成效均具有顯著的提升7.對場地獨立型學習者與場地相依型的學習者的閱讀理解成效均具有顯著的提升。
最後，基於研究結果，本研究亦提出對教師及系統改良的建議，並提出幾個未來的研究方向，希望能對數位閱讀研究有所貢獻。		zh_TW
dc.description.abstract (摘要) Abstract
To cope with the digital reading era, self-monitoring to assist learners in grasping reading skills during digital reading, especially for the digital reading of elementary pupils with inadequate reading cognitive capabilities, perfect learning scaffolding is required for achieving good reading performance. There are many different mechanisms developed in annotation systems to assist in reading and help learners promote the reading motivation and reading performance. However, it is also discovered that the learning could easily focus on the quantity of annotation, but ignore the quality of annotation so that the reading comprehension performance could not be enhanced and the suitability of reading process and reading cognition in the learning process is ignored. For this reason, a reading annotation based “SOAR structured note module” for supporting effective reading is developed on the cooperative digital reading annotation system, allowing learners grasping the key points in the text during the noting process and helping learners promote the reading self-efficacy. It is expected to effectively advance the effective internalization and organization of learners in the reading in order to enhance the depth and performance of reading comprehension.
With one-shot experimental design, the effect of learners’ reading annotation browsing behaviors, annotation behaviors, and SOAR note scores on the reading self-efficacy and reading comprehension performance, under the reading learning situation with “cooperative digital reading annotation system” with “SOAR structured note module”. Besides, gender and learners with different cognitive styles are also discussed in this study.
The research findings are concluded as below. 1. Under the reading learning situation with the support of “cooperative digital reading annotation system”, elementary students applying “SOAR structured note module” to support the digital reading learning do not appear significant correlations between annotation behaviors, reading annotation browsing behaviors, SOAR note scores and reading self-efficacy. 2. Female learners’ self-efficacy and reading comprehension performance present remarkably and highly positive correlations, with the predictability of linear regression. 3. All learners’ SOAR note scores and reading comprehension performance show significantly and highly positive correlation, with the predictability of linear regression. 4. Male learners’ SOAR note scores and reading comprehension performance reveal notably and highly positive correlation, with the predictability of linear regression. 5. Elementary students’ reading comprehension performance is remarkably enhanced. 6. Both male and female learners’ reading comprehension performance is significantly enhanced. 7. Both field-independent and field-dependent learners’ reading comprehension performance is notably enhanced.
Finally, suggestions for teachers and system improvement are proposed, based on the research results, in this study, and several research directions are also proposed for research on digital reading.

Key words: SOAR structured note; cooperative reading annotation; reading self-efficacy; reading comprehension performance		en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 3
第三節 研究問題 4
第四節 研究範圍與研究限制 5
第五節 名詞解釋 6
第二章 文獻探討9
第一節 數位閱讀與標註學習 9
第二節 SOAR理論 12
第三節 自我效能 19
第四節 認知風格與閱讀行為 20
第三章 研究設計與實施 23
第一節 研究架構 23
第二節 研究方法 26
第三節 研究對象 27
第四節 研究工具 27
第五節 實驗設計與處理 40
第六節 資料分析與方法 47
第四章實驗結果分析 49
第一節 研究對象基本資料分析 49
第二節 學習者的閱讀標註瀏覽行為、標註行為及SOAR筆記分數對閱讀自我
效能影響之分析 51
第三節 閱讀自我效能對閱讀理解成效影響之分析 54
第四節 學習者的閱讀標註瀏覽行為、標註行為及SOAR筆記分數與閱讀理解
成效影響之分析 56
第五節 閱讀理解前後測差異分析 59
第六節 訪談資料分析 61
第七節 討論 69
第五章結論與建議 77
第二節 研究建議 79
第三節 未來研究方向 80
參考文獻 83
附錄
附錄一、〈巨牙之謎〉閱讀文本與閱讀理解試題 89
附錄二、團體嵌圖測驗 96
附錄三、合作式數位閱讀標註系統自我效能量表 101
附錄四、訪談大綱 101		zh_TW
dc.format.extent 2656195 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104913022en_US
dc.subject (關鍵詞) SOAR結構化筆記zh_TW
dc.subject (關鍵詞) 合作閱讀標註zh_TW
dc.subject (關鍵詞) 閱讀自我效能zh_TW
dc.subject (關鍵詞) 閱讀理解成效zh_TW
dc.subject (關鍵詞) SOAR structured noteen_US
dc.subject (關鍵詞) Cooperative reading annotationen_US
dc.subject (關鍵詞) Reading self-efficacyen_US
dc.subject (關鍵詞) Reading comprehension performanceen_US
dc.title (題名) 具SOAR結構化筆記功能之合作數位閱讀標註系統對於國小學生閱讀理解成效之影響研究zh_TW
dc.title (題名) A study on the effects of collaborative reading annotation system with soar structured note function on reading comprehension performanceen_US
dc.type (資料類型) thesisen_US
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