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    請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101864

    題名: 電子繪本融入分享閱讀與推論理解教學對國小學童閱讀理解能力之成效
    其他題名: The effectiveness of integrating e-storybook with shared-book reading and inferential comprehension instruction on elementary students' reading comprehension
    作者: 連欣欣;Lien, Hsin-Hsin
    貢獻者: 淡江大學教育科技學系碩士在職專班
    蔡秉燁;Tsai, Ping-Yei
    關鍵詞: 電子繪本;文本呈現方式;分享閱讀;推論理解;閱讀理解能力;E-storybook;The display of text;Shared-book reading;Inferential comprehension;Reading comprehension ability
    日期: 2014
    上傳時間: 2015-05-04 09:20:03 (UTC+8)
    摘要: 行動載具的普及,使得電子書的應用服務如雨後春筍般出現,其中,電子繪本因具備電子書的多媒體特性,提供了兒童不同的學習媒介與閱讀經驗。
    上之改變情形皆達顯著水準(p <.05),顯示電子繪本融入分享
    上之改變情形皆達顯著水準(p <.05),顯示電子繪本融入推論
    With the popularization of mobile devices, the application services of e-books have mushroomed. Among them, e-storybooks, like e-books’ use of multimedia technology, provide different learning media and reading experiences for children.
    This study adopts quasi-experimental research to inquire whether coherence between text and animation in e-storybooks and picture books, integrated with two instructional strategies (shared-book reading and inferential comprehension) can support reading comprehension performance for understanding children’s learning experience in reading comprehension.
    The research adopted “The Test of Reading Comprehension” (TTRC) as a tool. The pretest, midtest and posttest were conducted in groups. The experimental program adopted e-storybooks from the website “Book Tell Library.” 88 mid graders from a public primary school in Taipei City participated in the study. To investigate whether the divided two tasks existed any score difference on all question types in TTRC, the data were analyzed by diverse statistical methods: descriptive statistics, independent sample t test ,paired sample t test, and Two-way Mixed Design ANOVA. There were 2 tasks. Task 1 was coherent text for experimental group(N=42), reading e-storybooks via tablets. Task 2 was that for control group(N=46), reading picture books. Results are:
    1.Based on the analysis of Means, it inferred that all
    abilities of this group were significantly enhanced.
    In sum, there was a significant effectiveness on students’
    reading comprehension ability.
    2.Based on the analysis of Means, it inferred that all 6
    sub-abilities of this group were significantly enhanced.
    Hence, there was an obvious effectiveness on students’
    reading comprehension ability.
    3.Either way of the text display usage will lead to learning
    effectiveness, which is primarily resulted from reading
    teaching strategy.
    4.According to the feedback on teaching observation record
    chart, the observer referred that there were a fluency in
    teaching activity progress, a clarity in lecturing course
    content, and a familiarity in questioning techniques use
    in class.
    5.According to results in student reading feedback analysis,
    most students were satisfied with this program.
    6.After studying this program, students learned how to read
    storybooks and sensed more reflections from text and
    photography. Based on students’ self-evaluation
    effectiveness and feedback results, this program was
    feasible and necessary for implementing reading curriculum.
    As a result, through e-storybook storytelling arrangement and guidance, students’learning interests are not only intrigued, but teachers’new thinking or ideas on courses are also provoked. In the end, the researcher offers suggestions for the way to proceeding reading education via e-storybook as the parents and teachers’reference.
    顯示於類別:[教育科技學系暨研究所] 學位論文


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