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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 23-一月-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. Moreover, this study also presents several future research directions so that the readers can do their research in more depth based on the study.
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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
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-Mingen_US
dc.contributor.author (作者) 林子郁zh_TW
dc.contributor.author (作者) Lin, Tzu-Yuen_US
dc.creator (作者) 林子郁zh_TW
dc.creator (作者) Lin, Tzu-Yuen_US
dc.date (日期) 2018en_US
dc.date.accessioned 23-一月-2019 17:12:27 (UTC+8)-
dc.date.available 23-一月-2019 17:12:27 (UTC+8)-
dc.date.issued (上傳時間) 23-一月-2019 17:12:27 (UTC+8)-
dc.identifier (其他 識別碼) G0105913011en_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) 105913011zh_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/#G0105913011en_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 notesen_US
dc.subject (關鍵詞) Collaborative digital reading annotationsen_US
dc.subject (關鍵詞) Reading comprehensionen_US
dc.subject (關鍵詞) Reading motivationen_US
dc.subject (關鍵詞) Reading attitudeen_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 attitudeen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/THE.NCCU.ELIS.001.2019.A01en_US