圖式理論後設認知對高教中文閱讀能力提升之效益

Effectiveness of Metacognition of Schema Theory on the Improvement of College Students' Chinese Reading Ability

培養大學生中文閱讀能力是重要的課題。在學習過程，若能對閱讀歷程有所認知，學得相關的閱讀要領，理解文本的重要訊息，是否能在閱讀單元教學後即時增進閱讀能力？本研究在中文必修課程中，針對全校大一新生進行閱讀單元教學與即時檢測，透過前、後測試的成績比對，探討閱讀單元教學對於學生閱讀理解概念掌握與即時應用的影響。本測驗的閱讀內容取自跨領域素材，嘗試以圖式理論作為理解原理以發揮閱讀過程的指導性作用，藉由後設認知策略以監控與調整閱讀過程，觀察學習者理論應用的轉化能力。透過班級的前後測試成績進行比較與統計，初步驗證本研究對於提升學生的閱讀能力的成效與可行性。期待這樣的成果分享，能作為大學閱讀教學的省思與參考。

Cultivating college students' reading ability is an important aspect of learning Chinese language. If learners can perceive the process of reading, master the essentials of reading, and understand the important information of the text, their reading ability can be improved immediately after the teaching of reading units. This research is aimed at freshmen in the compulsory Chinese course with reading unit teaching and reading and testing. To explore the direct impact of reading unit instruction on learners' understanding of texts using reading concepts by comparing pre- and post-test scores. The reading content of this test is taken from cross-domain materials. The author tries to use graphic theory as a guiding theory for reading comprehension, to monitor and adjust the reading process through metacognitive strategies, and observe learners' ability performance from theoretical mastery to practical application. By using the pre- and post-test scores of the class to compare and statistics, this research proves that is effective and feasible for improving students' reading ability. The author looks forward to sharing such results, which can be used as a reflection and reference for college reading teaching.