English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 112721/143689 (78%)
造访人次 : 49589164      在线人数 : 607
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/98202


    题名: 訊息呈現方式及故事架構對理解之影響
    其它题名: The Effects of Information Input and Text Difficulty on Fifth Grade Comprehension Performance
    作者: 吳宜貞
    关键词: 閱讀理解 ; 聽力理解 ; 故事架構 ; 故事難度 ; 訊息呈現
    Reading comprehension ; Listening comprehension ; Story structure ; Story difficulty ; Information input
    日期: 2007-06
    上传时间: 2016-06-22 10:07:30 (UTC+8)
    摘要: 本研究以2×2實驗設計探討訊息呈現方式（聽vs.讀）及故事架構（簡單vs.複雜）對五年級學生理解能力之影響，並以不同故事架構，探討不同閱讀能力者在不同訊息呈現下的理解表現，重要結果如下： 1.聽力組在理解測驗得分及自由回想字數的表現，顯著優於閱讀組。但聽力組的回想錯誤字數顯著高於閱讀組。 2.接收簡單故事者在理解測驗得分及自由回想字數的表現，顯著優於接收複雜故事組。就簡單故事而言，聽力組之錯字數顯著高於閱讀組；但就複雜故事而言，則未達顯著差異。
    This study used a 2 (listening vs. reading) X 2 (easy vs. hard) experimental design to estimate the effects of information input and story difficulty on fifth graders’ comprehension performance. This study also investigated the effects of information input and story difficulty on students with different reading abilities. The participants were 141 fifth graders. The results were listed as follows: 1. With regard to the MANOVA result, significant main effects of story difficulty and task presentation were found on the comprehension score. Also, the MANOVA results showed that the listening groups had a better performance on the correct words recalled and comprehension test. On the incorrect words recalled, for the easy story, the listening group recalled more incorrect words than the reading group, but no significant difference was found between reading and listening groups for the difficult story. 2. With regard to story difficulty, students who read/listened to the easy story had a better performance on the comprehension score and the correct words recalled than students who read/listened to the hard story. On the incorrect words recalled, for the easy story, the listening group had more incorrect words recalled than the reading group, but for the hard story no significant difference was found.
    關聯: 教育與心理研究, 30(2),31-55
    Journal of Education & Psychology
    数据类型: article
    显示于类别:[教育與心理研究 TSSCI] 期刊論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    index.html0KbHTML2289检视/开启
    index.html0KbHTML2345检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    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。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    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。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈