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題名 具SOAR結構化筆記之合作數位閱讀標註對於學習者的閱讀理解成效、閱讀動機以及閱讀態度之影響研究
The effects of collaborative reading annotation system with SOAR structured note function on learner`s reading comprehension, reading motivation and reading attitude作者 林子郁
Lin, Tzu-Yu貢獻者 陳志銘
Chen, Chih-Ming
林子郁
Lin, Tzu-Yu關鍵詞 SOAR結構化筆記
合作數位閱讀標註
閱讀理解
閱讀動機
閱讀態度
SOAR structured notes
Collaborative digital reading annotations
Reading comprehension
Reading motivation
Reading attitude日期 2018 上傳時間 23-Jan-2019 17:12:27 (UTC+8) 摘要 數位閱讀對於生活在數位時代的現在人而言，已經是一種越來越重要的素養，特別是針對需要運用閱讀素養來學習新知的孩童而言。本研究旨在探討有無使用具SOAR結構化筆記之合作數位閱讀標註系統的實驗組與控制組五年級學生，在此種數位閱讀環境之中進行數位閱讀，在閱讀理解成效、閱讀動機及閱讀態度的效果。此外，本研究亦探討在此種數位閱讀環境之中，不同性別、認知風格、閱讀先備能力高低及原本筆記習慣有無的學習者，在有無使用具SOAR結構化筆記之合作數位閱讀標註的閱讀理解成效、閱讀動機及閱讀態度效果。研究結果發現：(1)實驗組學習者在閱讀理解成效的表現上顯著優於控制組學習者，效果量達中等效果。(2)場地相依型實驗組學習者在閱讀理解成效的表現上顯著優於場地相依型的控制組學習者，效果量達中等效果。(3)原無筆記習慣實驗組學習者在閱讀理解成效的表現上顯著優於控制組學習者，效果量達大效果。然而本研究未發現實驗組和控制組學習者在閱讀動機和閱讀態度上存在顯著差異。基於上述研究結果，本研究提出幾點在教學實施及進行具SOAR結構化筆記之合作數位閱讀標註系統時提昇閱讀理解成效的閱讀行為設計。此外，本研究也提出幾點未來研究方向，以便讀者可以根據本研究進行更深入的探討。
Digital reading is becoming a kind of more and more important literacy for modern people living in the digital age, particularly for children who need to use their reading literacy to learn new knowledge. This study aims to examine the effects of the Grade 5 learners in the experimental group and control group who respectively used the collaborative digital reading annotation system with and without the support of SOAR structured notes to conduct digital reading activity on reading comprehension, reading motivation and reading attitude in a digital reading environment. In addition, this study also examines the effects of the learners with different genders, cognitive styles, reading abilities and reading habits who used the collaborative digital reading annotation system with and without the support of SOAR structured notes on readers’ reading comprehension, reading motivation and reading attitude in a digital reading environment.The experimental results of the study confirmed that: (1) the reading comprehension performance of the learners in the experimental group was significantly better than the learners in the control group learners, and the effect size was moderate. (2) the reading comprehension performance of the learners with field-dependent cognitive style in the experimental group was significantly better than the learners with field-dependent cognitive style in the control group learners, and the effect size was moderate. (3) the reading comprehension performance of the learners without noting habit in the experimental group was significantly better than the learners without noting habit in the control group, the effect size was large. However, this study did not get any significant differences between the learners in the experimental group and control group in reading motivation and reading attitude.Based on the above research results, this study proposes several suggestions in terms of teaching implementation and design of digital reading for promoting the reading comprehension performance when performing digital reading activity with the support of collaborative digital reading annotation system with SOAR structured notes. 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國立政治大學
圖書資訊學數位碩士在職專班
105913011資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105913011 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih-Ming en_US dc.contributor.author (Authors) 林子郁 zh_TW dc.contributor.author (Authors) Lin, Tzu-Yu en_US dc.creator (作者) 林子郁 zh_TW dc.creator (作者) Lin, Tzu-Yu en_US dc.date (日期) 2018 en_US dc.date.accessioned 23-Jan-2019 17:12:27 (UTC+8) - dc.date.available 23-Jan-2019 17:12:27 (UTC+8) - dc.date.issued (上傳時間) 23-Jan-2019 17:12:27 (UTC+8) - dc.identifier (Other Identifiers) G0105913011 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/122149 - 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) 105913011 zh_TW dc.description.abstract (摘要) 數位閱讀對於生活在數位時代的現在人而言，已經是一種越來越重要的素養，特別是針對需要運用閱讀素養來學習新知的孩童而言。本研究旨在探討有無使用具SOAR結構化筆記之合作數位閱讀標註系統的實驗組與控制組五年級學生，在此種數位閱讀環境之中進行數位閱讀，在閱讀理解成效、閱讀動機及閱讀態度的效果。此外，本研究亦探討在此種數位閱讀環境之中，不同性別、認知風格、閱讀先備能力高低及原本筆記習慣有無的學習者，在有無使用具SOAR結構化筆記之合作數位閱讀標註的閱讀理解成效、閱讀動機及閱讀態度效果。研究結果發現：(1)實驗組學習者在閱讀理解成效的表現上顯著優於控制組學習者，效果量達中等效果。(2)場地相依型實驗組學習者在閱讀理解成效的表現上顯著優於場地相依型的控制組學習者，效果量達中等效果。(3)原無筆記習慣實驗組學習者在閱讀理解成效的表現上顯著優於控制組學習者，效果量達大效果。然而本研究未發現實驗組和控制組學習者在閱讀動機和閱讀態度上存在顯著差異。基於上述研究結果，本研究提出幾點在教學實施及進行具SOAR結構化筆記之合作數位閱讀標註系統時提昇閱讀理解成效的閱讀行為設計。此外，本研究也提出幾點未來研究方向，以便讀者可以根據本研究進行更深入的探討。 zh_TW dc.description.abstract (摘要) Digital reading is becoming a kind of more and more important literacy for modern people living in the digital age, particularly for children who need to use their reading literacy to learn new knowledge. This study aims to examine the effects of the Grade 5 learners in the experimental group and control group who respectively used the collaborative digital reading annotation system with and without the support of SOAR structured notes to conduct digital reading activity on reading comprehension, reading motivation and reading attitude in a digital reading environment. In addition, this study also examines the effects of the learners with different genders, cognitive styles, reading abilities and reading habits who used the collaborative digital reading annotation system with and without the support of SOAR structured notes on readers’ reading comprehension, reading motivation and reading attitude in a digital reading environment.The experimental results of the study confirmed that: (1) the reading comprehension performance of the learners in the experimental group was significantly better than the learners in the control group learners, and the effect size was moderate. (2) the reading comprehension performance of the learners with field-dependent cognitive style in the experimental group was significantly better than the learners with field-dependent cognitive style in the control group learners, and the effect size was moderate. (3) the reading comprehension performance of the learners without noting habit in the experimental group was significantly better than the learners without noting habit in the control group, the effect size was large. However, this study did not get any significant differences between the learners in the experimental group and control group in reading motivation and reading attitude.Based on the above research results, this study proposes several suggestions in terms of teaching implementation and design of digital reading for promoting the reading comprehension performance when performing digital reading activity with the support of collaborative digital reading annotation system with SOAR structured notes. Moreover, this study also presents several future research directions so that the readers can do their research in more depth based on the study. en_US dc.description.tableofcontents 第一章 緒論 7第一節 研究背景與動機 7第二節 研究目的 10第三節 研究問題 11第四節 研究範圍與研究限制 12第五節 名詞解釋 13第二章 文獻探討 15第一節 合作數位閱讀標註系統 15第二節 SOAR閱讀學習策略 18第三節 認知風格與學習成效之關聯 22第四節 筆記習慣與學習成效之關聯 23第三章 研究設計與實施 24第一節 研究架構 24第二節 研究方法 27第三節 研究流程 28第四節 研究對象 33第五節 研究工具 33第六節 資料分析 42第四章 實驗結果與分析 44第一節 有無使用SOAR結構化筆記，在閱讀理解成效、閱讀動機以及閱讀態度上之差異分析 45第二節 不同性別之學習者有無使用具SOAR結構化筆記，在閱讀理解成效、閱讀動機以及閱讀態度上之差異分析 50第三節 不同認知風格之學習者有無使用具SOAR結構化筆記，在閱讀理解成效、閱讀動機以及閱讀態度上之差異分析 55第四節 閱讀理解先備能力高低之學習者有無使用具SOAR結構化筆記，在閱讀理解成效、閱讀動機以及閱讀態度上之差異分析 61第五節 原有筆記習慣有無之學習者有無使用具SOAR結構化筆記，在閱讀理解成效、閱讀動機以及閱讀態度上之差異分析 67第六節 綜合討論 73第五章 結論與建議 84第一節 研究結論 84第二節 教學實施建議 85第三節 未來研究方向 86參考文獻 88附錄 94附錄一 〈巨牙之謎〉文本 94附錄二 〈巨牙之謎〉閱讀理解測驗 99附錄三 團體嵌圖測驗 105附錄四 閱讀動機量表 114附錄五 閱讀態度量表 118附錄六 施測同意書 119附錄七 SOAR教學範例 120 zh_TW dc.format.extent 6441809 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105913011 en_US dc.subject (關鍵詞) SOAR結構化筆記 zh_TW dc.subject (關鍵詞) 合作數位閱讀標註 zh_TW dc.subject (關鍵詞) 閱讀理解 zh_TW dc.subject (關鍵詞) 閱讀動機 zh_TW dc.subject (關鍵詞) 閱讀態度 zh_TW dc.subject (關鍵詞) SOAR structured notes en_US dc.subject (關鍵詞) Collaborative digital reading annotations en_US dc.subject (關鍵詞) Reading comprehension en_US dc.subject (關鍵詞) Reading motivation en_US dc.subject (關鍵詞) Reading attitude en_US dc.title (題名) 具SOAR結構化筆記之合作數位閱讀標註對於學習者的閱讀理解成效、閱讀動機以及閱讀態度之影響研究 zh_TW dc.title (題名) The effects of collaborative reading annotation system with SOAR structured note function on learner`s reading comprehension, reading motivation and reading attitude en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文文獻江欣怡(2016)。雲端高互動閱讀學習平台。科學發展，521，72-73。邱美虹(2017)。國際PISA調查中男女學生表現之評比【專論】。性別平等教育季刊，80，24-34。吳裕益(1987)。認知能力與認知型態個別差異現象之探討。國立高雄師範學院教育學系及教育研究所教育期刊，7，51-98。吳佳玲、張俊彥(2002)。高一學生地球科學問題解決能力與其先備知識及推理能力關係的初探研究。科學教育學刊，10(2)，135-156。林珊如(2010)。數位時代的閱讀：青少年網路閱讀的爭議與未來。圖書資訊學刊，8(2)，29-53。張菀真、辜玉旻。國小高、低閱讀能力學童圖文閱讀的理解策略。臺北市立教育大學學報，42(2)，93-122。柯華葳、曾玉村、洪儷瑜、王宣惠、陳秀芬、陸怡琮…張菀真(2017)。閱讀理解策略教學。臺中市：教育部國民及學前教育署。柯華葳、張郁雯、詹益綾、丘嘉慧(2017)。PIRLS 2016 臺灣四年級學生閱讀素養國家報告。桃園市:國立中央大學。莊惠茹(2012)。「創造數位出版、圖書館與讀者三贏的數位閱讀時代」。全國新書資訊月刊，158，13-15。陳世娟、邵婉卿(2015)。臺灣成年民眾數位閱讀載具與閱讀行為之現況調查。大學圖書館，19(1)，41-69。陳志銘、陳佳琪(2008)。數位典藏支援數位學習現況與發展。臺灣圖書館管理季刊，4(2)，9-23。陳志銘、韋祿恩、吳志豪(2011)。認知型態與標註品質對閱讀成效之影響與關聯研究：以數位閱讀標註系統為例。圖書與資訊學刊，3(1)，1-25。陳銹陵、陳明溥、韓宜娣(2011)。鷹架類型與先備知識對高職電腦軟體應用課程之成效探討。數位學習科技期刊，3(1)，101-120。陳勇汀(2011)。合作式閱讀標註之知識萃取機制研究（未出版之碩士論文）。國立政治大學，臺北市。課文本位閱讀理解教學研發團隊(2012)。閱讀理解策略成分與年級對照表。107年12月26日下載於：http://pair.nknu.edu.tw/pair_system/Search_index.aspx?PN=Reader。呂淑華、張芬芬(2013)。分享式閱讀教學對國小二年級學童閱讀態度及理解之成效研究。教育研究與發展期刊，9(2)，91-116。陳柏霖、洪兆祥、余民寧(2013)。網路閱讀態度、網路閱讀行為及網路閱讀素養之橫斷面研究。教育科學研究期刊，58(3)，23-50。陳品華(2013)。大學生課堂筆記策略教學方案之成效。教育研究集刊，59(1)，73-112。陳志銘、蔡雁農(2013)。互動式擴增實境系統支援國小圖書館利用教育。臺北市立圖書館館訊，30(3)，30-49。陳怡君(2017)。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(未出版之碩士論文）。國立政治大學：臺北市。陳金萬(2017)。數位革命翻轉閱讀教學趨勢。書香遠傳，132，32-39。陳明蕾(2018)。課文本位閱讀策略教學對國小學童閱讀表現與策略使用覺知情形之影響。教育心理學報，49(4)，581-609。教育部(2010)。閱讀理解策略教學手冊。臺北市：教育部。教育部(2016)。2016-2020資訊教育總藍圖。臺北市：三民書局。游雅婷(2016)。課文本位閱讀理解教學：亮點學校成功模式。新北市：國家教育研究院。劉宜芳、柯華葳(2017)。線上閱讀研究之回顧與展望。教育科學研究期刊，62(2)，61-87。劉佩雲、簡馨瑩、宋曜廷(2003)。教育研究資訊，11(6)，135-158。蔡銘修、陳振元(2014)。情境模擬於數位學習之重要性：著重學生該做什麼。2014大學遠距教學認證成果發表暨學術研討會，臺北市劍潭海外青年活動中心教學大樓。駐德國代表處教育組(2015)。OECD研究報告分析男女生學習成就影響因素(2015)。教育部電子報，669。取自https://goo.gl/JB2m4T。賴阿福(2016)。數位學習科技新趨勢。T&D飛訊，215，1-18。謝進昌(2014)。教室內數位閱讀學習與評量【專論】。教育人力與專業發展，31(3)，1-6。謝進昌(2015)。有效的中文閱讀理解策略： 國內實徵研究之最佳證據整合。教育科學研究期刊，60(2)，33-77。英文文獻AvcıYücel, Ü. & KoçakUsluel, Y. 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