後設認知閱讀策略教學對國小三年級學童閱讀動機及閱讀理解影響之研究

• Main Author: 郭春玉
• Other Authors: 張酒雄
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/18916933754921517365

碩士 === 國立高雄師範大學 === 教育學系 === 93 === Abstract This study aims to investigate the immediate as well as the deferred effects of Metacognitive Reading Strategy Teaching on the third-graders’ reading motivation and reading comprehension. Besides, this research tries to realize the subjects’ opinions and reflections after they receive Metacognitive Reading Strategy Teaching. This research is a quasi-experiment that adopts the pretest-posttest nonequivalent group experimental design. The subjects are 66 third-graders from two different classes in one primary school. One class is the experimental group, students of which receive Metacognitive Reading Strategy Teaching that lasts for 10 weeks (40 minutes per week; 400 minutes in total). The other is the control group. Students of this group spend the same amount of time reading the same reading materials by themselves. Research tools such as “Achievement Test for Chinese Language and Literature,” “Raven’s Colored Progress Matrices (CPM),” “Reading Comprehension Test,” “Motivations for Reading Questionnaire (MRQ),” and “Feedback Questionnaire of Metacognitive Reading Strategy Teaching” are employed to conduct questionnaire surveys, pretest, posttest and deferred tests. Then the results and data are examined by one-way Analysis of Covariance (ANCOVA), t-test and percentage analysis. The main findings of this study are as follows: 1. Metacognitive Reading Strategy Teaching has no significant influence on the subjects’ reading motivation. 2. Metacognitive Reading Strategy Teaching has significant effect on the subjects’ reading comprehension. 3. The deferred effects of the subjects’ reading motivation and comprehension are not significantly influenced by Metacognitive Reading Strategy Teaching. 4. Metacognitive Reading Strategy Teaching helps students to recognize the importance of reading. Based on the conclusions, this study offers suggestions for school administration, for practical applications in teaching, and for future studies.