English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 71437/104396 (68%)
造訪人次 : 19143469      線上人數 : 162
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://nccur.lib.nccu.edu.tw/handle/140.119/58883


    題名: PISA,PIRLS,NAEP閱讀素養測驗架構之應用研究
    An Application Study on Reading Assessment Framework Among PISA, PIRLS and NAEP
    作者: 蕭英全
    Hsiao, Ying Chuan
    貢獻者: 吳政達
    郭昭佑

    蕭英全
    Hsiao, Ying Chuan
    關鍵詞: 閱讀素養
    國中基測
    九年一貫國語文課綱
    內容分析
    Reading Literacy
    the Basic Competence Tests for Junior High School Students
    Grade 1-9 Curriculum Guidelines of Mandarin
    Content Analysis
    日期: 2012
    上傳時間: 2013-07-11 18:23:12 (UTC+8)
    摘要: 本研究旨在分析「國中基測國文科試題閱讀試題」與「PISA, PIRLS, NAEP等閱讀理解歷程概念」之關連,企盼能瞭解98年度至101年度基測國文科試題命題取向,以提供九年一貫國語文課綱、閱讀素養教學以及大型閱讀測驗命題建議。
    本研究係採取文獻分析法及內容分析法。針對國中基測國文科試題進行閱讀理解歷程概念主次類目分類劃記,接著分析其分佈情形並探討其試題之差異性。
    研究結果與發現如下:

    一、各年度就主類目而言,以「統整」劃記數最多,其次為「解碼」、「檢索/擷取訊息」,劃記數最少的是「省思文本內容」。
    二、各年度次類目的劃記數分布並不平均,其中以「4-2比較及對照文章訊息」、「1-3包含字義了解和語法分析兩個歷程,閱讀時須經過這兩種過程始能了解文意」、「2-1找出與閱讀目標有關的訊息、事實或支持的細節」呈現最多。
    三、多項次類目於命題時被忽視,顯示試題分布極度不平均,集中於初、中階閱讀理解歷程概念。
    四、「92國民中小學九年一貫課程綱要」和PISA,PIRLS,NAEP等閱讀素養測驗架構焦點不同。
    伍、「基測國文試題」和PISA,PIRLS,NAEP等閱讀素養測驗架構焦點不同。
    This study aims to analyze the correlation between “the Basic Competence Tests in Mandarin Reading for Junior High School Students (BCT)” and “Comprehension Processes among PISA, PIRLS and NAEP”, hoping to understand the index of the Basic Competence tests questions of Mandarin Reading for Junior High School Students from 2009 to 2012. The result can be used to provide suggestions for Taiwan’s Grade 1-9 Curriculum Guidelines of Mandarin, reading literacy education and the following examination questions of reading assessments in Taiwan.
    Literature review and content analysis are adopted as the research processes in this study. “Comprehension Processes among PISA, PIRLS and NAEP” is used as content analysis category to categorize the index of the Mandarin Reading test questions of BCT, analyzing the distribution of each category and discussion the differences among the test questions.
    The findings of the study are as follows:
    1. When it comes to the numbers of major categories, “Integration” is ranked first, followed by “Decoding” and “Retrieving Information”. At the bottom is “Reflecting on and evaluating the content of a text”.
    2. The numbers of minor categories are not equally distributed. Among all the minor categories, “4-2, Comparing and contrasting the information in the text”, “1-3, Understanding texts by acquiring the meanings of words and analyzing sentence structures” and “2-1, Finding out information, facts or supporting details related to reading texts” are on the top of the list.
    3. Plenty of comprehension processes are ignored during question- formulation for reading tests. Basic and intermediate comprehension processes instead of higher ones are a lot more emphasized.
    4. “2003 Grade 1-9 Curriculum Guidelines of Mandarin” and “Reading Assessment Framework Among PISA, PIRLS and NAEP” aim differently.
    5. “The Basic Competence Tests in Mandarin Reading for Junior High School Students” and “Reading Assessment Framework Among PISA, PIRLS and NAEP” aim differently.
    參考文獻: 中文部份
    王文科、王智弘 (2009)。教育研究法。台北:五南。
    王石番 (1996)。傳播內容分析法—理論與實證。台北:幼獅。
    王睎,黄慧娟,許明 (2003)。閱讀素養的界定與測評。上海教育科研,上海市。
    台灣PISA國家研究中心 (2010a)。關於PISA-評量宗旨。2012年12月8日。取自:http://pisa.nutn.edu.tw/pisa_tw_02.htm
    台灣PISA國家研究中心 (2010b)。關於PISA-計畫概述。2010年12月8日。取自:http://pisa.nutn.edu.tw/pisa_tw.htm
    台灣PISA國家研究中心 (2010c)。關於PISA-參與國家。2012年12月8日。取自:http://pisa.nutn.edu.tw/pisa_tw_06.htm
    台灣PISA國家研究中心 (2010d)。台灣PISA 2009精簡報告。2012年12月8日。取自:http://pisa.nutn.edu.tw/download_tw.htm
    台灣PISA國家研究中心 (2010e)。關於PISA-評量內涵。2012年12月8日。取自:http://pisa.nutn.edu.tw/pisa_tw_03.htm
    江芳盛、李懿芳 (2009)。國際學生評量計畫 (PISA) 試題特色分析及其對我國教育之啟示。教育資料與研究雙月刊,87,27-50。
    何佳怡 (2009)。提升國中生國文「反思與評價」閱讀素養之教學策略研究-以PISA閱讀試題分析為架構。國立台北市立教育大學課程與教學研究所碩士論文,未出版,台北市。
    吳京玲、陳正專 (2010)。美國《二十一世紀核心技能》之探究。教育研究月刊,189,28-39。
    吳清山 (2010)。教改失敗了嗎?師友月刊,512,35-40。
    幸曼玲(2008)。閱讀的心理歷程與閱讀教學。教師天地,154,24-34。
    林怡君 (2010)。以NAEP 架構建置國小高年級閱讀理解測驗。國立屏東教育大學教育心理與輔導學系碩士論文,未出版,屏東市。
    林項爵(2009)。海闊天空的下一代─培養孩子的關鍵能力。北縣教育,66,31-34。
    林煥祥主編 (2008)。臺灣參加PISA 2006成果報告。行政院國家科學委員會。編號:NSC95-2522-S-026-002。
    柯華葳、柯華葳、詹益綾、張建妤、游婷雅 (2008)。臺灣四年級學生閱讀素養 (PIRLS 2006 報告)。中壢:國立中央大學 學習與教學研究所。
    洪碧霞 (2009)。台灣PISA 2009結果報告。2012年12月9日。台灣PISA 國家研究中心,台南大學。取自:http://pisa.nutn.edu.tw/download_tw.htm
    胡清暉 (2010年12月8日)。PISA學力評量 台灣3項排名均下滑。自由時報電子報。取自http://www.libertytimes.com.tw
    國中基測推動工作委員會試題研究組(2009)。九十八年第一次國民中學學生基本學力測驗試題說明,未出版,台北市。取自:http://www.bctest.ntnu.edu.tw/
    國中基測推動工作委員會試題研究組(2009)。九十八年第一次國民中學學生基本學力測驗試題說明,未出版,台北市。取自:http://www.bctest.ntnu.edu.tw/
    國中基測推動工作委員會試題研究組(2010)。九十九年第一次國民中學學生基本學力測驗試題說明,未出版,台北市。取自:http://www.bctest.ntnu.edu.tw/
    國中基測推動工作委員會試題研究組(2010)。九十九年第一次國民中學學生基本學力測驗試題說明,未出版,台北市。取自:http://www.bctest.ntnu.edu.tw/
    國中基測推動工作委員會試題研究組(2011)。一百年第一次國民中學學生基本學力測驗試題說明,未出版,台北市。取自:http://www.bctest.ntnu.edu.tw/
    國中基測推動工作委員會試題研究組(2011)。一百年第一次國民中學學生基本學力測驗試題說明,未出版,台北市。取自:http://www.bctest.ntnu.edu.tw/
    國中基測推動工作委員會試題研究組(2012)。一百零一年第一次國民中學學生基本學力測驗試題說明,未出版,台北市。取自:http://www.bctest.ntnu.edu.tw/
    張銘秋、謝秀月、徐秋月(2010)。PISA 科學素養之試題認知成份分析。課程與教學季刊,13 (1),1-20。
    教育部 (2003)。92年國民中小學九年一貫課程綱要。2013年2月1日取自http://teach.eje.edu.tw/9CC2/9cc_92.php。
    教育部 (2010)。我國參與國際學生能力評量計畫(PISA)2009結果(2010年12月7日)。教育部、國科會新聞稿。
    梁惠棉 (2011)。台灣與上海的PISA 2009閱讀素養表現比較研究。國立暨南國際大學教育政策與行政學系碩士論文,未出版,南投縣。
    莊淇銘 (2010 a)。網路學習的優勢及盲點。師友月刊,512,16-21。
    莊淇銘 (2010 b)。培養知識社會關鍵競爭力。師友月刊,513,14-19。
    陳密桃(1990)。國民中小學生的後設認知及其閱讀理解之相關研究。政治大學博士論文,未出版,台北市。
    陳密桃(1992)。從認知心理學的觀點談閱讀理解。教育文粹,21,10-19。
    陳慧 (2007)。PISA問題解決能力測評的研究。上海師範大學碩士學位論文,未出版,上海市。
    曾建銘 (2009)。TASA與其它國際評量之比較。研習資訊,26 (6),21-25。
    黃麗菁 (2011)。閱讀態度與閱讀策略對閱讀素養之影響—以PISA 2009 上海、香港、韓國、台灣為例。私立明道大學課程與教學研究所碩士論文,未出版,彰化縣。
    新北市政府 (2012年12月)。迎接12年國教來臨,新北市推動深度教育變革。未來少年,24,1。
    楊孝濚 (1989)。內容分析。載於楊國樞、文崇一、吳聰賢、李亦園等編。社會及行為科學研究法下冊。台北:東華。
    廖凰伶(2000)。直接教學與全語教學對國中低閱讀能力學生閱讀理解表現之研究。國立彰化師範大學特殊教育研究所碩士論文,未出版,彰化市。
    遠見雜誌 (1995)。二十一世紀城市競爭力。遠見雜誌,115,65。
    歐用生 (2000)。內容分析法。載於黃光雄、簡茂發 (主編),教育研究法。台北市:師大書苑。
    蔡聖賢 (2009)。從國中基測國文現象,省思閱讀教育推動成效。教育資料與研究雙月刊,90,183-197。
    賴苑玲 (2009)。南投縣國小高年級學童閱讀習慣、閱讀理解與對參與「希望閱讀」與「焦點300」閱讀活動態度之研究。社會科教育研究,14,1-30。

    英文部份
    Alexander, J.E., & Heathington, B.S.(1988). Assessing and correcting classroom reading problem. Glenview, Illinois: Scott, Foresman and Company.
    Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M.L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3) (pp. 285-310). Mahwah, NJ: Lawrence Erlbaum Associates.
    Beach, R., & Hynds, S. (1996). Research on response to literature. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2) (pp. 453-489). Mahwah, NJ: Lawrence Erlbaum Associates.
    Berelson, B. (1952). Content Analysis in Communication Research. NY: Free Press.
    Budd, R. W., Thorp, R. K., & Donohew, L. (1967). Content analysis of communications.New York: The Macmillan Co.
    Clay, M. (1991). Becoming literate: The construction of inner control. Auckland, New Zealand: Heinemann.
    Coleman, J.S., Kelly, D.L., Hobson, C.J., McPartland, J., Mood, A.M., Weinfeld, F.D., and York, R.L. (1966). Equality of Educational Opportunity. U.S. Department of Health, Education, and Welfare. Washington, DC: U.S. Government Printing Office.
    DOI: 10.1080/03057640903103736
    Entwisle, D.R., and Alexander, K. (1993). Entry Into School: The Beginning School Transition and Educational Stratification in the United States. Annual Review of Sociology, 19: 401–423.
    Fleischman, H., Hopstock, P., Pelczar, M., and Shelley, B. (2010). Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
    Gagne, E. D., Yekovich, C. W., & Yekovich, F. R. (1993). The cognitive psychology of school learning (2nd ed.). New York, HarperCollins.
    Haahr, J. H., Nielsen, T. K., Hansen, M. E., Jakobsen, S. T. (2005) Explaining Student Performance: Evidence from the international PISA, TIMSS and PIRLS surveys. Danish Technological Institute.
    Hall, K. (1998). Critical literacy and the case for it in the early years of school. Language, Culture and Curriculum, 11, 183-194.
    Hopstock, P., Pelczar, M. (2011). Technical Report and User's Guide for the Program for International Student Assessment (PISA). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC Retrieved from http://www.astrid-online.it/rassegna/
    Rassegna-21/01-03-2006/DanishTecnologicalInstitute-Explaini.pdf
    Herbert Spencer (1859). What Knowledge is of Most Worth? Retrieved from http://www.readbookonline.net/readOnLine/23356/
    Lau, J. (2012, December 13) So Asian Kids Are Good at Math. What Does That Mean?. The International Herald Tribune. Retrieved from http://global.nytimes.com/
    McLanahan, S.S., and Sandefur, G. (1994). Growing Up With a Single Parent: What Hurts, What Helps? Cambridge, MA: Harvard University Press.
    Mullis, I. V. S., Kennedy, A. M., Martin, M. O. (2007). PIRLS 2006 Technical Report. TIMSS & PIRLS International Study Center, Chestnut Hill, MA: Boston College.
    Mullis, I. V. S., Kennedy, A. M., Martin, M. O., and Sainsbury, M. (2006). PIRLS 2006 Assessment Framework and Specifications. TIMSS & PIRLS International Study Center, Chestnut Hill, MA: Boston College.
    Mullis, I. V. S., Kennedy, A. M., Martin, M. O., Foy, P. (2007). PIRLS 2006 International Report. TIMSS & PIRLS International Study Center, Chestnut Hill, MA: Boston College.
    Mullis, I. V. S., Kennedy, A. M., Martin, M. O., Trong, K. L. (2007). PIRLS 2006 Encyclopedia: A Guide to Reading Education in the Forty PIRLS 2006 Countries. TIMSS & PIRLS International Study Center, Chestnut Hill, MA: Boston College.
    Mullis, I. V. S., Martin, M. O., & González, E. J. (2004). International achievement in the processes of reading education: Results from PIRLS 2001 in 35 countries. Chestnut Hill, MA: Boston College.
    Mullis, I. V. S., Martin, M. O., Foy, P., Drucker, K. T. (2012). PIRLS 2011 International Results in Reading. TIMSS & PIRLS International Study Center, Chestnut Hill, MA: Boston College.
    Mullis, I. V. S., Martin, M. O., González, E. J., & Kennedy, A. M. (2003). PIRLS 2001 international report: IEA's study of reading literacy achievement in primary school in 35 countries. Chestnut Hill, MA: Boston College.
    National Assessment Governing Board (2008a). Reading Assessment and Item Specifications for the 2009 National Assessment of Educational Progress. U.S. Department of Education. Washington, DC.
    National Assessment Governing Board (2008b). Reading Framework for the 2009 National Assessment of Educational Progress. U.S. Department of Education. Washington, DC.
    National Center for Education Statistics (2003). A Content Comparison of the NAEP and PIRLS Fourth-Grade Reading Assessments, U.S. Department of Education. Washington, DC.
    National Center for Education Statistics (2006). U.S. Student and Adult Performance on International Assessments of Educational Achievement, U.S. Department of Education. Washington, DC.
    National Center for Education Statistics (2009). U.S. Performance Across International Assessments of Student Achievement, U.S. Department of Education. Washington, DC.
    National Center for Education Statistics (2010). The Nation’s Report Card: Grade 12 Reading and Mathematics 2009. Institute of Education Sciences, U.S. Department of Education. Washington, DC.
    National Center for Education Statistics (2011). The Nation’s Report Card: Year in Review: a compilation of results from the 2009 mathematics, reading, science, and High School Transcript Study reports. Institute of Education Sciences, U.S. Department of Education. Washington, DC.
    Organization for Economic Cooperation and Development (OECD) (2000). Literacy in the Information Age FINAL REPORT OF THE INTERNATIONAL ADULT LITERACY SURVEY, OECD, Paris.
    Organization for Economic Cooperation and Development (OECD) (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. OECD, Paris.
    Organization for Economic Cooperation and Development (OECD) (2009). PISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science. PISA, OECD Publishing.
    Organization for Economic Cooperation and Development (OECD) (2010). PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science (Volume 1). PISA, OECD Publishing.
    Organization for Economic Cooperation and Development (OECD) (2012). PISA 2009 Technical Report. PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264167872-en
    Pearson, P. D., & Johnson, D. D. (1978). Teaching reading comprehension. New York, NY: Holt, Rinehart & Winston.
    Perkins, R., Moran, G., Shiel, G., Cosgrove, J. (2011). Reading Literacy in PISA 2009: A Guide for Teachers. Educational Research Centre. Dublin.
    Schmid, C.L. (2001). Educational Achievement, Language-Minority Students, and the New Second Generation. Sociology of Education, 74: 71–87.
    Shavit, Y., and Blossfi eld, H.P. (Eds.). (1993). Persistent Inequality: Changing the Educational Stratification in Thirteen Countries. Boulder, CO: Westview.
    Shiel, G., Eivers, E. (2009). International comparisons of reading literacy: what can they tell us?. Cambridge Journal of Education, 39 (3), 345–360.
    Simon, H. A. (1996). Observations on the sciences of science learning, Paper prepared for the Committee on Developments in the Science of Learning for the Sciences of Science Learning: An Interdisciplinary Discussion. Department of Psychology, Carnegie Mellon University.
    Swaby, B. E. R. (1989) Diagnosis and correction of reading difficulties. Boston, MA: Allyn & Bacon.
    THE ASSOCIATED PRESS (2012, December 11). US Students Far From First in Math, Science. The New York Times. Retrieved from http://www. nytimes.com
    描述: 碩士
    國立政治大學
    學校行政碩士在職專班
    99911010
    101
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0099911010
    資料類型: thesis
    顯示於類別:[學校行政碩士在職專班] 學位論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    101001.pdf1822KbAdobe PDF0檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    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 ©   - 回饋