搭配圖形組織與做筆記策略提升國中生對於說明式文章結構的覺知與閱讀理解能力

本研究旨在透過設計一套教學課程，提升國中7年級學生的說明文閱讀能力。課程以文章結構的教學為核心，結合圖形組織和做筆記策略。「文章結構」指的是文本資訊的組織方式，理解這些結構有助於掌握文章中的關鍵概念及其相互關聯性。本研究在北部某國中進行，研究對象為234名7年級學生（118名高閱讀能力和116名低閱讀能力）。本研究設計了5堂課程。學生須在教學前後閱讀自編的文章並進行做筆記測驗。筆記內容依據圖形組織和重點內容2個方面進行評分。結果顯示，無論學生的閱讀能力高低，教學後在圖形組織及重點內容的理解上都有顯著的提升，尤其是在文章結構的覺知方面。然而，所有學生在理解序列結構上的表現較弱，這可能暗示序列結構本身的複雜性或是相關線索詞較難辨識。此研究之結果強調圖形組織與筆記策略結合的重要性，並為未來教學設計提供實證支持。

This study aimed to enhance seventh-grade students’reading comprehension of expository texts through an instructional program specifically focused on text structures. The program incorporated graphic organizers and notetaking strategies to increase students’awareness of various text structures and their ability to identify key content within texts. Conducted at a junior high school in northern Taiwan, the study involved 234 seventh-grade students, divided into 118 with high reading abilities and 116 with low reading abilities. The instruction consisted of five lessons on text structures. Students were required to read an article and take notes before and after the instruction. Their performance was measured by evaluating their note organization and the extent to which they captured key ideas. The results indicated significant improvements in the students’abilities to organize their notes by using graphic organizers and to identify key content, regardless of their initial reading ability levels. However, all students exhibited low performance in understanding sequence structures, presumably because of the inherent complexity of these structures or the difficulty of recognizing their cue words. Taken together, these findings underscore the effectiveness of combining graphic organizers with notetaking strategies in reading instruction, providing empirical support for future educational practices and instructional designs in this field.