運用摘要策略於少年小說對國小五年級學童閱讀理解能力的影響

Explore The Effect on Reading Comprehension of The 5th Graders of Elementary School by Use of Summary Strategy Instruction for Reading Juvenile Fictions

本研究主要目的在於探討運用摘要策略教學於少年小說對國小五年級學童閱讀理解能力之影響以及瞭解實驗組學童對摘要策略教學的學習情形及閱讀理解能力表現。本研究採準實驗法，以陽光國小五年級學童為研究對象，運用兩篇課文及三本少年小說進行九週的摘要策略教學，以瞭解實驗組、控制組學童在教學後閱讀理解能力的差異情形。本研究以「國小高年級閱讀理解測驗」、「摘要策略學習單」、「運用摘要策略於少年小說閱讀教學學習滿意度量表」、「訪談大綱」為研究工具，以評估摘要策略教學對學童各項閱讀理解能力的影響。所得結果以相依樣本t考驗、獨立樣本t考驗、獨立樣本單因子共變數分析及百分比等統計方法進行分析。研究結果如下：一、運用教師、同儕及獨立的階段訓練能促進學童摘要能力表現。二、摘要策略教學對國小五年級學童之閱讀理解能力無顯著影響。三、實驗組學童對「運用摘要教學策略於少年小說閱讀教學」的課程活動，不管在認知面、情意面及技能面皆抱持正面肯定的想法及態度。研究者針對以上研究結論提出建議，以供教師作為教學應用與未來研究之參考。The purpose of this study was to explore the effect on reading comprehension of the 5th graders of elementary school by use of summary strategy instruction for reading juvenile fictions, and to understand the learning condition after using summary strategy instruction and the performance of reading comprehension of the schoolchildren in the experimental group. Adopting quasi-experiments, the 5th graders of Yang Guang Elementary School received the summary strategy instruction for 9 weeks, during teaching period, they read two textbooks and three novels in order to understand the differential condition of reading comprehension between the experimental group and the control group after teaching. The research instruments of the study were ' Reading comprehension test for elementary School Senior Graders', 'Summary strategy learning sheet', 'SPSS of reading juvenile fictions by use of summary strategy', and 'Interview outline'. According to the purpose of this study, the research instruments will be described in the study for evaluating the effect of summary strategy on schoolchildren's reading comprehension. The resultant data are subject to proc t-test, independent t-test, one-way ANOVA, ANCOVA and percentage rank for statistic analysis. The main conclusions of the study are as follows: 1.To facilitate schoolchildren's performance of summary ability by means of teachers and peer group's instruction and independent step training. 2.There was no significant effect on the 5th graders' reading comprehension apply summary strategy instruction. 3.As to the course activity of ' Reading juvenile fictions applying summary strategy instruction, the schoolchildren in the experimental group have an affirmative and positive idea and attitude for cognition, affection and skill. The conclusion of study was proposed as references for teachers and future research concerned.