電腦輔助中文閱讀學習系統之成效研究

Effects of Computer-Assisted Reading Learning System on Chinese Reading Comprehension

為有效提升學生的中文閱讀理解能力，本研究以電腦輔助語言學習為平臺、圖片輔助文字理解之學習模式為主軸，結合複合式閱讀理解策略，開發個人化之電腦輔助閱讀理解學習系統（CARLS），並透過教學實驗，比較CARLS與結合複合式閱讀理解策略之傳統教學的功效。本研究以就讀臺灣國小四年級，且母語為中文的72位學生作為受測者，並進行「前測—閱讀理解」能力測驗。依測驗結果將受測者均分為實驗組與對照組，同時，透過one-way ANOVA分析證明二組之初始閱讀理解能力相當。在教學實驗過程中，實驗組透過CARLS學習閱讀，對照組以紙本傳統教學進行閱讀學習。在完成閱讀學習後1週與3週，受測者分別接受後測與維持測驗。最後，本研究以重複量數變異數分析三次測驗結果，探討CARLS與傳統教學對受測者閱讀理解能力提升之成效與維持效果。由分析結果可知，實驗組實驗前、後閱讀理解能力具顯著提升，在教學實驗結束後，仍具維持成效；而對照組之學習成果則無顯著差異。顯示本研究規劃之CARLS對閱讀學習具功效，且優於傳統教學。

In order to effectively improve students’ Chinese reading comprehension abilities, this study adopted computer-assisted language learning as a platform and developed a personalized computer-assisted reading learning system (CARLS) based on picture supplemented learning mode as well as multiple reading comprehension strategies. Teaching experiments were conducted to compare the effectiveness of CARLS against traditional instruction incorporating multiple reading comprehension strategies. The participants were 72 Taiwanese students in the fourth grade of elementary schools who are native Chinese speakers. The pre-test was conducted to gauge their reading comprehension abilities, with the results used to divide the participants into the experimental and control groups. One-way ANOVA confirmed that the initial abilities of the two groups were equivalent. The experimental group took a reading course using CARLS, while the control group followed the traditional book-based method. In the first and third weeks after completing the reading course, the participants took a post-test and delayed post-test, respectively. Finally, repeat measure ANOVA was used to analyze the results of all three tests. The results indicated that while the two groups demonstrated comparable reading abilities before the experiment, the experimental group showed significant improvements in their learning outcomes over the control group after the experiment, validating the effectiveness of this CARLS system.