English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 88613/118155 (75%)
Visitors : 23494055      Online Users : 45
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/111498


    Title: 具SOAR結構化筆記功能之合作數位閱讀標註系統對於國小學生閱讀理解成效之影響研究
    A study on the effects of collaborative reading annotation system with soar structured note function on reading comprehension performance
    Authors: 陳怡君
    Chen, Yi Chun
    Contributors: 陳志銘
    Chen,Chih Ming
    陳怡君
    Chen,Yi Chun
    Keywords: SOAR結構化筆記
    合作閱讀標註
    閱讀自我效能
    閱讀理解成效
    SOAR structured note
    Cooperative reading annotation
    Reading self-efficacy
    Reading comprehension performance
    Date: 2017
    Issue Date: 2017-07-31 11:11:27 (UTC+8)
    Abstract: 因應數位閱讀時代的來臨,在進行數位閱讀時,如何進行自我監控,協助學習者掌握閱讀技巧,特別是對於閱讀認知能力不足的小學兒童來說,在進行數位閱讀時更需要有完善的學習鷹架輔助,才能達到良好的閱讀成效。標註系統中也發展出許多不同機制來輔助閱讀,幫助提升學習者的閱讀動機與閱讀成效。但卻也發現學習容易著重在標註的量而忽略了標註的品質,反而無法提升其閱讀理解成效,在學習的過程中忽略了閱讀歷程與閱讀認知的適配性。因此,本研究在合作式數位閱讀標註系統上發展出一套基於閱讀標註支援更有效閱讀的「SOAR結構式筆記模組」,讓學習者於作筆記的過程中掌握文本的重點,幫助學習者提升其閱讀自我效能,希望可有效促進學習者在閱讀中有效的內化與重組,以提升閱讀理解的深度與成效。
    本研究採單組實驗設計,探討學習者在使用具「SOAR結構化筆記模組」的「合作式數位閱讀標註系統」輔以閱讀學習的情境下,學習者的閱讀標註瀏覽行為、標註行為及SOAR筆記分數是否影響學生其閱讀自我效能、閱讀理解成效。此外,也針對不同性別與認知風格的學習者作探討。
    研究結果發現: 1.在使用「合作式數位閱讀標註系統」支援閱讀的學習情境下,採用「SOAR結構化筆記模組」支援數位閱讀學習,其國小學生的標註行為、閱讀標註瀏覽行為及SOAR筆記分數與閱讀自我效能並無顯著相關2.女性學習者的自我效能與閱讀理解成效具有顯著高度正相關,並且具有線性迴歸之可預測性3.全體學習者的SOAR筆記分數與閱讀理解成具有顯著高度正相關,並且具有線性迴歸之可預測性4.男性學習者的SOAR筆記分數與閱讀理解成效具有顯著高度正相關,並且具有線性迴歸之可預測性5.對國小學生的閱讀理解成效具有顯著的提升6.對男性學習者與女性學習者的閱讀理解成效均具有顯著的提升7.對場地獨立型學習者與場地相依型的學習者的閱讀理解成效均具有顯著的提升。
    最後,基於研究結果,本研究亦提出對教師及系統改良的建議,並提出幾個未來的研究方向,希望能對數位閱讀研究有所貢獻。
    Abstract
    To cope with the digital reading era, self-monitoring to assist learners in grasping reading skills during digital reading, especially for the digital reading of elementary pupils with inadequate reading cognitive capabilities, perfect learning scaffolding is required for achieving good reading performance. There are many different mechanisms developed in annotation systems to assist in reading and help learners promote the reading motivation and reading performance. However, it is also discovered that the learning could easily focus on the quantity of annotation, but ignore the quality of annotation so that the reading comprehension performance could not be enhanced and the suitability of reading process and reading cognition in the learning process is ignored. For this reason, a reading annotation based “SOAR structured note module” for supporting effective reading is developed on the cooperative digital reading annotation system, allowing learners grasping the key points in the text during the noting process and helping learners promote the reading self-efficacy. It is expected to effectively advance the effective internalization and organization of learners in the reading in order to enhance the depth and performance of reading comprehension.
    With one-shot experimental design, the effect of learners’ reading annotation browsing behaviors, annotation behaviors, and SOAR note scores on the reading self-efficacy and reading comprehension performance, under the reading learning situation with “cooperative digital reading annotation system” with “SOAR structured note module”. Besides, gender and learners with different cognitive styles are also discussed in this study.
    The research findings are concluded as below. 1. Under the reading learning situation with the support of “cooperative digital reading annotation system”, elementary students applying “SOAR structured note module” to support the digital reading learning do not appear significant correlations between annotation behaviors, reading annotation browsing behaviors, SOAR note scores and reading self-efficacy. 2. Female learners’ self-efficacy and reading comprehension performance present remarkably and highly positive correlations, with the predictability of linear regression. 3. All learners’ SOAR note scores and reading comprehension performance show significantly and highly positive correlation, with the predictability of linear regression. 4. Male learners’ SOAR note scores and reading comprehension performance reveal notably and highly positive correlation, with the predictability of linear regression. 5. Elementary students’ reading comprehension performance is remarkably enhanced. 6. Both male and female learners’ reading comprehension performance is significantly enhanced. 7. Both field-independent and field-dependent learners’ reading comprehension performance is notably enhanced.
    Finally, suggestions for teachers and system improvement are proposed, based on the research results, in this study, and several research directions are also proposed for research on digital reading.

    Key words: SOAR structured note; cooperative reading annotation; reading self-efficacy; reading comprehension performance
    Reference: 中文文獻
    卡爾、王年愷(2012)。網路讓我們變笨?:數位科技正在改變我們的大腦、思
    考與閱讀行為。臺北:貓頭鷹。
    江璇娥(2007)。電子閱讀與紙本閱讀交互使用——淺析當前讀者最佳閱讀方式
    之取向-中國期刊全文數據庫。福建圖書館理論與實踐。
    李尹暘、林曉佩、林君怡(2007)。自我效能理論之分析與應用。澄清醫護管理雜
    誌,3(2) , 46-52。
    吳知賢(1996):歸因再訓練對國小兒童自我效能及學業成就之影響研究。國民
    教育研究集刊(台南師院),2,1-36。
    吳裕益(1987)。認知能力與認知型態個別差 異現象之探討。教育學刊,7 期,
    253-300。
    林巧敏(2009)。推動國中小學童數位閱讀計畫之探討。台灣圖書館管理季刊,
    (2) ,49-67。
    林美秀(2016)。閱讀認知策略鷹架對於國中生英語閱讀理解成效之影響研究。國
    立政治大學圖書資訊與檔案學研究所,臺北市。
    林宓(2014)。基於腦波注意力發展數位筆結合紙本學習情境之英語診斷複習系
    統。國立臺灣師範大學工業教育學系,台北市。
    林茂欽(2014)。國小高年級學童數位閱讀素養與學習調整策略之相關研究。國
    立屏東教育大學進修暨研究學院教育視導與評鑑碩士學位論文,未出版。
    屏東縣。
    林瓊甄(2006)。適性化數位教材發展之研究。網路社會學通訊期刊, (56)。
    洪月女(譯)(1998)。K. Goodman著。談閱讀。臺 北:心理。
    施典志(2007)。你想要什麼樣的數位閱讀。Download 網路學習雜誌, 79,
    108-109。
    陳守賢 (2001)。建構易用線上註記平台。中原大學資訊管理研究所學位論文,
    1-75。
    陳年興、楊錦潭。(2006) 。 數位學習: 理論與實務。 博碩文化。
    陳志銘(2011)。網路學習之形成性評量與學習診斷工具發展與研究。行政院國
    家科學委員會專題研究計畫成果報告。
    陳欣渝、林珊如. (2010). 策略教學結合電子註記對國小學生閱讀線上科學說明
    文之效果 (Doctoral dissertation)。
    陳品華(2013). 大學生課堂筆記策略教學方案之成效. Bulletin of
    Educational Research, 59(1), 73-112.
    陳姿君(2015).合作閱讀標註系統之遊戲化激勵機制對於提升同儕互動與閱讀理
    解成效的影響研究。國立政治大學圖書資訊與檔案學研究所,臺北市。
    陳政煥. (2010). 於國小資訊課學習中導入合寫筆記並以提問策略進行檢閱筆記
    之初探性研究. 臺灣師範大學資訊教育學系學位論文, 1-165.
    陳勇汀(2011)。合作式閱讀標註之知識萃取機制研究(未出版之碩士論文)。
    國立政治大學圖書資訊與檔案學研究所,臺北市。
    陳冠華(2002)。網路使用者閱讀行為之研究:以印刷式及電子式小說文本為例。
    陳書凱(2004)。一次讀完 15 位心理學大師經典講義。靈活文化事業有限公司。
    張怡婷(2005)。個人認知風格、班級閱讀環境與國小高年級學童閱讀行為之
    相關研究。屏東師範學院國民教育研究所。
    張春興(2006)。張氏心理學辭典 (重訂版) 。台北市: 東華。
    張閔惠(2016)。不一樣的閱讀課-淺談數位說故事在閱讀學上的運用。臺灣教育
    評論月刊,5(6) , 212-217。
    張朝凱(2011)。不同認知風格學生在資訊課中透過網路進行共編筆記活動其學
    習成效之研究. 臺灣師範大學資訊教育學系學位論文, 1-108.
    崔夢萍(2003) 。以全方位設計學習策略取向 (UDL) 創造無障礙數位學習環
    境。
    梁家玉(2002)。自我效能對網路合作學習之影響。國立交通大學電資研究所碩
    士論文。
    彭文松(2005)。認知風格,學習風格與思考風格之區辨研究。未出版之碩士論
    文,國立新竹教育大學教育心理與諮商研究所碩士論文, 新竹市。
    黃武元、王錦裕、朱永方(2005)。「未來無間斷學習歷程的紀錄、追蹤和應
    用」。台灣數位學習展研討會,2005。
    黃郁婷、徐顤倩(2016) 。閱讀與數位科技的結合: 淺談數位閱讀。臺灣教育評
    論月刊, 5(5) ,105-107。
    蔡南強、黃明居(2009)。認知風格與問題類型對青少年網路資訊尋求表現的影
    響 (Doctoral dissertation) 。
    潘淑靜(2006)。探討多媒體註記工具應用於程序性知識的學習。中央大學資訊
    工程學系碩士在職專班學位論文,1-111。
    鄭維儀,羅琪,吳秀連. (2011). 國小偏遠學校學生閱讀學習與閱讀成就測驗之
    研究-以新竹縣某偏遠學校為例. 創新研發學刊, 7(1), 90-103.
    蕭正良(2007)。情境察覺訊息於數位學習之自我效能影響研究。
    鍾英滿 (2005)。圖畫故事書創造思考教學對國小三年級學童的閱讀動機、閱讀
    自我效能成效之探。
    英文文獻
    Antonietti, A., Ignazi, S., & Perego, P. (2000).
    Metacognitive knowledge about problem‐solving methods.
    British Journal of Educational Psychology, 70(1),1-16.
    Bandura, A. (1997). Self-efficacy: The exercise of control.
    New York: W. H. Freeman and Company.
    Bandura, A. (1986). Social foundations of thought and
    action. A social cognitive theory.Englewood Cliffs, N.
    J.:Prentice-Hall.
    Bandura, A.(1977). Social Learning Theory.Englewood
    Cliffs, N. J.:Prentice-Hall.
    Brown, A. L., & Smiley, S. S. (1978). The development of
    strategies for studying texts. Child Development, 1076-
    1088.
    Chen, C.-M., & Chen, F.-Y. (2014). Enhancing digital
    reading performance with a collaborative reading
    annotation system. Computers & Education, 77, 67-81.
    doi: http://dx.doi.org/10.1016/j.compedu.2014.04.010
    Chen, S. Y., & Macredie, R. D. (2002). Cognitive styles and
    hypermedia navigation:Development of a learning model.
    Journal of the American society for information science
    and technology, 53(1), 3-15.
    Chiu, M. M., & McBride-Chang, C. (2006). Gender, context,
    and reading: A comparison of students in 43 countries.
    Scientific studies of reading, 10(4), 331-362.
    Cronbach,L.J. & Snow,R.E.(1977). Aptitudes and
    instructional method. New York:
    Irvington.
    Davis, J., & Huttenlocher, D. (1994). CoNote annotation
    homepage. Available on the World.
    Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001).
    Interactive CD-ROM storybooks and young readers’
    reading comprehension. Journal of Research on
    Computing in Education, 33(4), 374-384.
    Eachus, P., & Cassidy, S. (2006). Development of the Web
    Users Self-Efficacy Scale(WUSE). Issues in Informing
    Science and Information Technology, 3, 1-11.
    Frase, L. T., & Schwartz, B. J. (1975). Effect of question
    production and answering on prose recall. Journal of
    Educational Psychology, 67(5), 628.
    Ford, N., Wilson, T. D., Foster, A., Ellis, D., & Spink, A.
    (2002). Information seeking and mediated searching.
    Part 4. Cognitive styles in information seeking.
    Journal of the American Society for Information Science
    and Technology, 53(9), 728-735.
    Gallupe, R. B., Bastianutti, L. M., & Cooper, W. H. (1991).
    Unblocking brainstorms. Journal of Applied Psychology,
    76(1), 137.
    Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A
    theoretical analysis of its determinants and
    malleability. Academy of Management review, 17(2), 183-
    211.
    Ghonsooly, B., & Eghtesadee, A. R. (2006). Role of
    cognitive style of field-dependence/independence in
    using metacognitive and cognitive reading strategies by
    a group of skilled and novice Iranian students of
    English literature. The Asian EFL Journal Quarterly, 8
    (4), 119-150.
    Hunt,D.E., Greenwood,J., Noy,J. & Watson,N.(1973).
    Assessment of conceptual level:Paragraph completion
    test method. Toronto: Institute for Studies in
    Education.
    Hutchins, H. M. (2004). Enhancing skill maintenance through
    relapse prevention strategies: A comparison of two
    models. (Doctoral dissertation, University of North
    Texas, 2004). Dissertation Abstracts International, AAT
    3126575.
    McIntyre, S. R. (1990). The relationship between
    information-processing and notetaking effectiveness as
    demonstrated by university undergraduates (Doctoral
    dissertation, Indiana University).
    Jairam, D., & Kiewra, K. A. (2010). Helping students soar
    to success on computers:An investigation of the SOAR
    study method for computer-based learning.Journal of
    Educational Psychology, 102(3), 601-614.
    Jairam, D., Kiewra, K. A., & Ganson, K. (2012). THE SOAR
    STUDY SYSTEM:THEORY, RESEARCH, AND IMPLICATIONS.
    J. Kahan, M. Koivunen, E. Prud'Hommeaux, and
    R.Swick, “Annotea: An Open RDF Infrastructure for
    Shared Web Annotations”, In Proceedings of the WWW10
    International Conference, Hong Kong, 2001.
    Kauffman, D. F., & Kiewra, K. A. (in press). What makes a
    matrix so effective: An empirical test of the relevant
    benefits of signaling, extraction, and localization.
    Journal of Insitutional Science.
    Kiewra, K. A. (2005). Learn how to study and SOAR to
    success. Upper Saddle River, NJ: Pearson.
    Kiewra, K. A. (2009). Teaching how to learn: The teacher’s
    guide to student success. Thousand Oaks, CA: Corwin
    Press.
    Kiewra, K. A., & Benton, S. L. (1988). The relationship
    between information-processing ability and notetaking.
    Contemporary Educational
    Psychology, 13, 33–44.
    Kiewra, K. A., Benton, S. L., & Lewis, L. B. (1987).
    Qualitative aspects of notetaking and their
    relationship with information-processing ability and
    academic achievement. Journal of Instructional
    Psychology, 14(3), 110.
    Kiewra, K. A., Benton, S. L., Kim, S. I., Risch, N., &
    Christensen, M. (1995). Effects of note-taking format
    and study technique on recall and relational
    performance. Contemporary Educational Psychology, 20
    (2), 172-187.
    Kiewra, K. A., DuBois, N. F., Christian, D., & McShane, A.
    (1988). Providing study notes: Comparison of three
    types of notes for review. Journal of educational
    psychology, 80(4), 595.
    Kiewra, K. A., Dubois, N. F., Christian, D., McShane, A.,
    Meyerhoffer, M., & Roskelley,D. (1991). Note-taking
    functions and techniques. Journal of educational
    psychology, 83(2), 240.
    Kiewra, K. A., Kauffman, D. F., Robinson, D., DuBois, N., & Staley, R. K. (1999).Supplementing floundering text with
    adjunct displays. Journal of Instructional Science, 27,
    373–401.
    Lindsay, P.H. and Norman, D.A. (1977). Human Information
    Processing: An Introduction to Psychology (2nd ed.).
    New York: Academic Press. Inc.
    Mayer, R. E. (2009). Multi-media learning. New York, NY:
    Cambridge University Press.
    Mayer, R. E. (1984). Aids to text comprehension.Educational
    Psychologist, 19, 30–42.
    Mayer, R. E. (1996a). Learners as information processors:
    Legacies and limitations of educational psychology’s
    second metaphor. Educational Psychologist, 31,
    151–161.
    Mayer, R. E. (1996b). Learning strategies for making sense
    out of expository text: The SOI system of guiding
    three cognitive processes in knowledge construction.
    Educational Psychology Review, 8, 357–371.
    Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation
    of self-efficacy beliefs to academic outcomes: A meta-
    analytic investigation. Journal of Counseling
    Psychology, 38(1), 30-38.
    Leu, D. J. (2007). Expanding the reading literacy framework
    of PISA 2009 to include online reading comprehension.
    Unpublished manuscript.
    Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie,
    W.J. (1991). A manual for the use of the motivated
    strategies for learning questionnaire (MSLQ). MI:
    National Center for Research to Improve Postsecondary
    Teaching and Learning. (ERIC Document Reproduction
    Service No. ED 338122)
    Quade, A. M. (1996). An Assessment of Retention and Depth
    of Processing Associated with Notetaking Using
    Traditional Pencil and Paper and an On-line Notepad
    during Computer-Delivered Instruction.
    Ogata, H., Feng, C., Hada, Y., & Yano, Y. (2000). Online
    markup based language learning environment. Computers &
    Education, 34(1), 51-66.
    Qualitative aspects of notetaking and their relationship
    with information-processing ability and academic
    achievement. Journal of Instructional Psychology, 14,
    110–117.
    Rittschof, K. (2010). Field dependence–independence as
    visuospatial and executive functioning in working
    memory: implications for instructional systems design
    and research. Educational Technology Research &
    Development, 58(1), 99-114.doi: 10.1007/s11423-008-
    9093-6
    Robinson, D., & Kiewra, K. A. (1995). Visual argument:
    Graphic organizers are superior to outlines in
    improving learning from text. Journal of Educational
    Psychology, 87, 455–467.
    Slavin, R. E., & Davis, N. (2006). Educational psychology:
    Theory and practice.Rickards, J. P., Fajen, B. R.,
    Sullivan, J. F., & Gillespie, G. (1997). Signalling,
    note taking and field dependence-dependence in text
    comprehension and recall.Journal of Educational
    Psychology, 89 (3), 508-517.
    Slotte, V., & Lonka, K. (2003). Note-taking review
    –Practical value for learners. Arobase, 1, 2, 79-86.
    Su, A. Y., Yang, S. J., Hwang, W. Y., & Zhang, J. (2010). A
    Web 2.0-based collaborative annotation system for
    enhancing knowledge sharing in collaborative learning
    environments. Computers & Education, 55(2), 752-766.
    Wolfe, J. (2002). Annotation technologies: A software and
    research review.Computers & Composition, 19(4), 471-
    497.
    Witkin,H.A., Moore,C.A., Goodenough,D.R. & Cox,P.W.(1977).
    Field dependent and field-independent cognitive styles
    and their educational implications. Review of
    Educational Research, 47, 1-64.
    Zimmerman, B. J., Bonner, S., & Kovach, R. (1996).
    Developing selfregulated learners: Beyond achievement
    to self-efficacy. Washington, DC: American
    Psychological Association.
    Description: 碩士
    國立政治大學
    圖書資訊學數位碩士在職專班
    104913022
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0104913022
    Data Type: thesis
    Appears in Collections:[圖書資訊與檔案學研究所] 學位論文

    Files in This Item:

    File SizeFormat
    302201.pdf2593KbAdobe PDF0View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback