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題名 知識翻新活動對英語閱讀理解、焦慮及動機之影響
The Effects of Knowledge Building on Reading Comprehension, Reading Motivation and Reading Anxiety作者 葉晏瑜
Yeh, Yen-Yu貢獻者 洪煌堯
葉晏瑜
Yeh, Yen-Yu關鍵詞 知識翻新活動
閱讀理解
閱讀焦慮
閱讀動機
Knowledge building activities
Reading comprehension
Reading anxiety
Reading motivation日期 2019 上傳時間 1-七月-2019 11:06:41 (UTC+8) 摘要 本研究的主要目的在探討知識翻新(knowledge building)活動融入英語閱讀教學對學生閱讀理解、閱讀焦慮、以及閱讀動機之影響。研究對象為台北市某國中九年級兩班學生:一班為實驗組(n=14),一班為控制組(n=17)。前者採用知識翻新活動融入教學,後者則使用分組合作教學。兩組學生皆使用相同的知識論壇(knowledge building)作為輔助課堂學習的線上平台。本研究之研究問題包含:(1)知識翻新活動融入英語閱讀教學對於提升學生閱讀理解的成效為何?(2)知識翻新活動融入英語閱讀教學是否能降低學生閱讀焦慮?(3)知識翻新活動融入英語閱讀教學能否引起學生較高的閱讀動機?(4)知識翻新活動融入英語閱讀教學是否能促進學生產出高品質的想法?(5)知識翻新與分組合作學習兩組學生在知識論壇上的活動情形有何差異?研究資料來源包括:(1)PIRLS閱讀測驗前後測;(2)閱讀焦慮量表前後測;(3)閱讀動機量表;(4)生活情境簡答題;與(5)平台貼文。資料分析方式採用共變數分析、相依樣本t檢定、獨立樣本t檢定、質化分析及行為順序檢定等。主要研究結果發現:(1)相較於分組合作學習組,知識翻新活動融入英語閱讀教學較能夠提升學生的英語深層閱讀理解;(2)知識翻新活動融入英語閱讀教學在降低學生英語閱讀焦慮上並無顯著效果;(3)知識翻新活動融入英語閱讀教學在引起學生英語閱讀動機上並無優於分組合作學習教學;(4)知識翻新組學生產出的想法在品質方面優於分組合作學習組學生;(5)知識翻新組學生在知識論壇中的貼文多與個人生活經驗相關且多元;然而分組合作學習組學生的貼文則較為單調,只侷限在文本內容的單字或文意。
The aim of this study was to investigate the effects of knowledge building activities on students` English reading comprehension, reading anxiety, and reading motivation. Participants in this study were two groups of ninth-grade students from a junior high school in Taipei. Knowledge building activities were integrated into English reading classes of the experimental group (n=14), while students in the control group (n=17) were engaged in a collaborative learning environment that highlights division of labor. Both groups of students used Knowledge Forum as an online platform to enhance their learning. The research questions of this study include: (1) what is the effect of integrating knowledge building activities into English reading classes on improving students` reading comprehension? (2) does the integration of knowledge building activities into English reading classes reduce students` reading anxiety? (3) does the integration of knowledge building activities into English reading classes arouse students` higher reading motivation? (4) does the integration of knowledge building into English reading classes help students produce high-quality ideas? (5) what are the differences between the two treatment groups of students` activities on knowledge Forum? Data sources include: (1) pre-and post-tests from PIRLS (Progress in International Reading Literacy Study) reading comprehension test; (2) pre-and post-tests from reading anxiety scale; (3) reading motivation scale; (4) essay questions related to life experience; and (5) posts on Knowledge Forum. Data were analyzed by one-way ANCOVA, paired t-test, independent samples t-test, qualitative analysis and behavior sequential analysis. The main findings are as follows: (1) compared with the control group (i.e., learning through collaborative learning that highlights division of labor), the integration of knowledge building activities into English reading classes leads to deeper levels of reading comprehension of students; (2) the integration of knowledge building activities into English reading classes shows no significant effect on reducing students` English reading anxiety; (3) the integration of knowledge building activities into English reading classes is not superior to collaborative learning environment in arousing students` English reading motivation; (4) the quality of the ideas produced by students in the experimental group is better than that of students in the control group; (5) most of the posts from the experimental group are diversified and related to personal life experiences of the students; however, the posts from the control group are monotonous and confined to discussion regarding the textbook vocabulary and the meaning of text content.參考文獻 王雅卉(2011)。國二學生的英語閱讀動機,英語閱讀態度及英語閱讀成就之研究(未出版之碩士論文)。國立彰化師範大學,彰化縣。吳侃書(2016)。大學生英語閱讀動機與英語閱讀行為之相關研究(未出版之碩士論文)。康寧大學,台南市。吳清基(2010)。推動臺灣的閱讀教育-全民來閱讀。研考雙月刊, 34, 62-66。李秋美(2011)。明示閱讀策略教學對EFL學生閱讀焦慮與理解的影響(未出版之碩士論文)。國立高雄師範大學,高雄市。林秀玉(2006)。小組合作學習達到真正成功必備的要點。 科學教育月刊,295,23-32。林盈珊(2014)。臺灣高中生之英語閱讀焦慮研究(未出版之碩士論文)。國立高雄師範大學,高雄市。林春麗(2018)。合作學習對初二學生數學學習動機與學習成就影響之研究(未出版之碩士論文)。國立彰化師範大學,彰化縣。林惠媚(2017)。合作學習對台灣小學生英語聽力焦慮與聽力理解之效益(未出版之碩士論文)。國立彰化師範大學,彰化縣。施佩吟(2016)。新北市國中學生英語閱讀焦慮、閱讀策略與閱讀成就關係之研究(未出版之碩士論文)。國立政治大學,台北市。柯華葳 (1994)。從心理學觀點談兒童閱讀能力的培養。華文世界,74,63-67。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。侯翠貞(2009)。高職非英語主修學生英語閱讀焦慮與閱讀理解能力之相關研究(未出版之碩士論文)。朝陽科技大學,台中市。柯寶喬(2011)。國中學生英文閱讀動機、閱讀策略與閱讀行為之研究(未出版之碩士論文)。大葉大學,彰化縣。陳子響(2018)。以解題歷程融入合作學習促進高中物理解題自我效能及合作學習觀點之行動研究(未出版之碩士論文)。國立彰化師範大學,彰化縣。陳勇汀(2017)。滯後序列分析計算器。未出版之工具。取自http://blog.pulipuli.info/2017/10/behavior-analysis-lag-sequential.html陳佩宜(2011)。國中生英語閱讀動機、英語學習動機與英語成就之研究(未出版之碩士論文)。國立彰化師範大學,彰化縣。陳麗雲(2007年7月18日)。世界各國閱讀實況分析-以「閱讀新一代知識革命」為例。取自:http://163.20.156.8/ClassSystemv2/UploadDocument/167_%C5%AA%AA%BA%AD%AB%ADn.pdf教育部(2018年8月21日)。107學年度新生閱讀推廣計畫。取自:http://bookstart2018.book24.com.tw:2018/public/web_page.aspx?id=1黃政傑、林佩璇(1996)。 合作學習,臺北市: 五南。葉佳盈(2018)。合作學習教學法對提升學習動機之研究(未出版之碩士論文)。中國文化大學,台北市。楊承螢(2014)。英語電子繪本閱讀討論教學對國小五年級學生英語閱讀動機及閱讀能力影響之行動研究(未出版之碩士論文)。國立臺南大學,台南市。劉秀嫚(1998)。合作學習的教學策略。公民訓育學報,7,285-294。蔡姿娟(2004)。合作學習教學法對高三學生英語閱讀理解及態度之效益研究。國民教育研究學報,13,261-283。潘建蓉(2017)。交互教學法結合英語讀物對國中學生英語閱讀動機與閱讀理解之影響(未出版之碩士論文)。國立臺南大學,台南市。蘇宜芬(2004)。閱讀理解的影響因素及其在教學上的意義。教師天地,129,21-28。Baker, L., & Wigfield, A. 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國立政治大學
教育學系
105152006資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105152006 資料類型 thesis dc.contributor.advisor 洪煌堯 zh_TW dc.contributor.author (作者) 葉晏瑜 zh_TW dc.contributor.author (作者) Yeh, Yen-Yu en_US dc.creator (作者) 葉晏瑜 zh_TW dc.creator (作者) Yeh, Yen-Yu en_US dc.date (日期) 2019 en_US dc.date.accessioned 1-七月-2019 11:06:41 (UTC+8) - dc.date.available 1-七月-2019 11:06:41 (UTC+8) - dc.date.issued (上傳時間) 1-七月-2019 11:06:41 (UTC+8) - dc.identifier (其他 識別碼) G0105152006 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124230 - 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) 105152006 zh_TW dc.description.abstract (摘要) 本研究的主要目的在探討知識翻新(knowledge building)活動融入英語閱讀教學對學生閱讀理解、閱讀焦慮、以及閱讀動機之影響。研究對象為台北市某國中九年級兩班學生:一班為實驗組(n=14),一班為控制組(n=17)。前者採用知識翻新活動融入教學,後者則使用分組合作教學。兩組學生皆使用相同的知識論壇(knowledge building)作為輔助課堂學習的線上平台。本研究之研究問題包含:(1)知識翻新活動融入英語閱讀教學對於提升學生閱讀理解的成效為何?(2)知識翻新活動融入英語閱讀教學是否能降低學生閱讀焦慮?(3)知識翻新活動融入英語閱讀教學能否引起學生較高的閱讀動機?(4)知識翻新活動融入英語閱讀教學是否能促進學生產出高品質的想法?(5)知識翻新與分組合作學習兩組學生在知識論壇上的活動情形有何差異?研究資料來源包括:(1)PIRLS閱讀測驗前後測;(2)閱讀焦慮量表前後測;(3)閱讀動機量表;(4)生活情境簡答題;與(5)平台貼文。資料分析方式採用共變數分析、相依樣本t檢定、獨立樣本t檢定、質化分析及行為順序檢定等。主要研究結果發現:(1)相較於分組合作學習組,知識翻新活動融入英語閱讀教學較能夠提升學生的英語深層閱讀理解;(2)知識翻新活動融入英語閱讀教學在降低學生英語閱讀焦慮上並無顯著效果;(3)知識翻新活動融入英語閱讀教學在引起學生英語閱讀動機上並無優於分組合作學習教學;(4)知識翻新組學生產出的想法在品質方面優於分組合作學習組學生;(5)知識翻新組學生在知識論壇中的貼文多與個人生活經驗相關且多元;然而分組合作學習組學生的貼文則較為單調,只侷限在文本內容的單字或文意。 zh_TW dc.description.abstract (摘要) The aim of this study was to investigate the effects of knowledge building activities on students` English reading comprehension, reading anxiety, and reading motivation. Participants in this study were two groups of ninth-grade students from a junior high school in Taipei. Knowledge building activities were integrated into English reading classes of the experimental group (n=14), while students in the control group (n=17) were engaged in a collaborative learning environment that highlights division of labor. Both groups of students used Knowledge Forum as an online platform to enhance their learning. The research questions of this study include: (1) what is the effect of integrating knowledge building activities into English reading classes on improving students` reading comprehension? (2) does the integration of knowledge building activities into English reading classes reduce students` reading anxiety? (3) does the integration of knowledge building activities into English reading classes arouse students` higher reading motivation? (4) does the integration of knowledge building into English reading classes help students produce high-quality ideas? (5) what are the differences between the two treatment groups of students` activities on knowledge Forum? Data sources include: (1) pre-and post-tests from PIRLS (Progress in International Reading Literacy Study) reading comprehension test; (2) pre-and post-tests from reading anxiety scale; (3) reading motivation scale; (4) essay questions related to life experience; and (5) posts on Knowledge Forum. Data were analyzed by one-way ANCOVA, paired t-test, independent samples t-test, qualitative analysis and behavior sequential analysis. The main findings are as follows: (1) compared with the control group (i.e., learning through collaborative learning that highlights division of labor), the integration of knowledge building activities into English reading classes leads to deeper levels of reading comprehension of students; (2) the integration of knowledge building activities into English reading classes shows no significant effect on reducing students` English reading anxiety; (3) the integration of knowledge building activities into English reading classes is not superior to collaborative learning environment in arousing students` English reading motivation; (4) the quality of the ideas produced by students in the experimental group is better than that of students in the control group; (5) most of the posts from the experimental group are diversified and related to personal life experiences of the students; however, the posts from the control group are monotonous and confined to discussion regarding the textbook vocabulary and the meaning of text content. en_US dc.description.tableofcontents 第一章 緒論 01第一節 研究背景與動機 01第二節 研究目的與研究問題 04第三節 重要名詞釋義 05第四節 研究範圍與限制 07第二章 文獻探討 09第一節 閱讀理解力之意涵與相關研究 09第二節 閱讀焦慮之意涵與相關研究 13第三節 閱讀動機之意涵與相關研究 17第四節 分組合作學習之意涵與相關研究 20第五節 知識翻新之意涵與相關研究 25第三章 研究方法 31第一節 研究設計 31第二節 教學設計與實施 32第三節 研究流程 40第四節 資料來源與分析 40第四章 研究結果與討論 55第一節 英語閱讀理解力 55第二節 英語閱讀焦慮 61第三節 英語閱讀動機 63第四節 學生想法品質 65第五節 知識論壇平台活動及互動歷程 66第五章 結論與建議 81第一節 結論 81第二節 建議 85參考文獻 90附錄一 英語閱讀焦慮量表問卷 99附錄二 英語閱讀動機量表 101 zh_TW dc.format.extent 1800144 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105152006 en_US dc.subject (關鍵詞) 知識翻新活動 zh_TW dc.subject (關鍵詞) 閱讀理解 zh_TW dc.subject (關鍵詞) 閱讀焦慮 zh_TW dc.subject (關鍵詞) 閱讀動機 zh_TW dc.subject (關鍵詞) Knowledge building activities en_US dc.subject (關鍵詞) Reading comprehension en_US dc.subject (關鍵詞) Reading anxiety en_US dc.subject (關鍵詞) Reading motivation en_US dc.title (題名) 知識翻新活動對英語閱讀理解、焦慮及動機之影響 zh_TW dc.title (題名) The Effects of Knowledge Building on Reading Comprehension, Reading Motivation and Reading Anxiety en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 王雅卉(2011)。國二學生的英語閱讀動機,英語閱讀態度及英語閱讀成就之研究(未出版之碩士論文)。國立彰化師範大學,彰化縣。吳侃書(2016)。大學生英語閱讀動機與英語閱讀行為之相關研究(未出版之碩士論文)。康寧大學,台南市。吳清基(2010)。推動臺灣的閱讀教育-全民來閱讀。研考雙月刊, 34, 62-66。李秋美(2011)。明示閱讀策略教學對EFL學生閱讀焦慮與理解的影響(未出版之碩士論文)。國立高雄師範大學,高雄市。林秀玉(2006)。小組合作學習達到真正成功必備的要點。 科學教育月刊,295,23-32。林盈珊(2014)。臺灣高中生之英語閱讀焦慮研究(未出版之碩士論文)。國立高雄師範大學,高雄市。林春麗(2018)。合作學習對初二學生數學學習動機與學習成就影響之研究(未出版之碩士論文)。國立彰化師範大學,彰化縣。林惠媚(2017)。合作學習對台灣小學生英語聽力焦慮與聽力理解之效益(未出版之碩士論文)。國立彰化師範大學,彰化縣。施佩吟(2016)。新北市國中學生英語閱讀焦慮、閱讀策略與閱讀成就關係之研究(未出版之碩士論文)。國立政治大學,台北市。柯華葳 (1994)。從心理學觀點談兒童閱讀能力的培養。華文世界,74,63-67。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。侯翠貞(2009)。高職非英語主修學生英語閱讀焦慮與閱讀理解能力之相關研究(未出版之碩士論文)。朝陽科技大學,台中市。柯寶喬(2011)。國中學生英文閱讀動機、閱讀策略與閱讀行為之研究(未出版之碩士論文)。大葉大學,彰化縣。陳子響(2018)。以解題歷程融入合作學習促進高中物理解題自我效能及合作學習觀點之行動研究(未出版之碩士論文)。國立彰化師範大學,彰化縣。陳勇汀(2017)。滯後序列分析計算器。未出版之工具。取自http://blog.pulipuli.info/2017/10/behavior-analysis-lag-sequential.html陳佩宜(2011)。國中生英語閱讀動機、英語學習動機與英語成就之研究(未出版之碩士論文)。國立彰化師範大學,彰化縣。陳麗雲(2007年7月18日)。世界各國閱讀實況分析-以「閱讀新一代知識革命」為例。取自:http://163.20.156.8/ClassSystemv2/UploadDocument/167_%C5%AA%AA%BA%AD%AB%ADn.pdf教育部(2018年8月21日)。107學年度新生閱讀推廣計畫。取自:http://bookstart2018.book24.com.tw:2018/public/web_page.aspx?id=1黃政傑、林佩璇(1996)。 合作學習,臺北市: 五南。葉佳盈(2018)。合作學習教學法對提升學習動機之研究(未出版之碩士論文)。中國文化大學,台北市。楊承螢(2014)。英語電子繪本閱讀討論教學對國小五年級學生英語閱讀動機及閱讀能力影響之行動研究(未出版之碩士論文)。國立臺南大學,台南市。劉秀嫚(1998)。合作學習的教學策略。公民訓育學報,7,285-294。蔡姿娟(2004)。合作學習教學法對高三學生英語閱讀理解及態度之效益研究。國民教育研究學報,13,261-283。潘建蓉(2017)。交互教學法結合英語讀物對國中學生英語閱讀動機與閱讀理解之影響(未出版之碩士論文)。國立臺南大學,台南市。蘇宜芬(2004)。閱讀理解的影響因素及其在教學上的意義。教師天地,129,21-28。Baker, L., & Wigfield, A. 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