期刊目錄列表 - 60卷(2015) - 【教育科學研究期刊】60(3) 九月刊
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多文本課外閱讀對增進國中學生理解歷史主題之研究:以「外侮」主題為例
作者:唐淑華(國立臺灣師範大學教育學系)、蔡孟寧(國立臺灣師範大學教育心理與輔導學系)、林烘煜(佛光大學心理學系)

卷期:60卷第3期
日期:2015年9月
頁碼:63-94
DOI:10.6209/JORIES.2015.60(3).03

摘要:
本研究旨在探討如何透過多文本課外閱讀以增進國中學生對歷史主題的理解。共分兩個研究進行,第一個為前導研究,採觀察與訪談方式以瞭解國中歷史教學的現況,並採內容分析方式探討如何架構「外侮」此一主題的多文本課外閱讀書單;第二個則為正式研究,採準實驗法,以瞭解透過多文本課外閱讀是否能有效增進學生多面向之理解。前導研究首先根據課程綱要選定「外侮」此一主題,再根據多文本閱讀的原則挑選文本。結果發現,可採用「文本互織」原則挑選課外讀物,將教科書設定為「控制式文本」,再根據「補充式文本」、「衝突式文本」、「綜觀式文本」等原則篩選課外書籍。正式研究則發現,多文本閱讀在認知理解等面向的效果較為明顯,但在情意上意見則較不一致。根據發現,篇末乃提出相關建議以供關心閱讀教育工作者參考。
 

關鍵詞:多文本閱讀、多面向理解、透過閱讀而學習、課外閱讀

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參考文獻:
    1. 文化部(2013)。龍應台:出版是國力也是國安取自http://www.moc.gov.tw/artnews.do?method= findById&id=1222852534605【Ministry of Culture. (2013). Lung, Ying-Tai: Publishing is national power and national security. Retrieved from http://www.moc.gov.tw/artnews.do?method=findById&id=1222852534605】
    2. 江逸之(2007)。一年只花1,375元買書,450萬成人不看書,台灣怎來競爭力。遠見雜誌,254。取自http://www.gvm.com.tw/CatelogCover/Catelog_List.aspx?go=cover&pu=1&isid=254【Jiang, Y.-J. (2007). How does Taiwan have the competitive strength, if people only spend 1,375 dollars a year on books yet 4.5 million adults don’t read? Global Views Monthly, 254. Retrieved from http://www.gvm.com.tw/ CatelogCover/Catelog_List.aspx?go=cover&pu=1&isid=254】
    3. 行政院(2013)。「臺灣出版產業發展策略」報告。取自http://www.ey.gov.tw/News_Content.aspx? n=F8BAEBE9491FC830&s=4EC5DB716B126E35【Executive Yuan. (2013). Report of “The strategies to develop publishing industry in Taiwan”. Retrieved from http://www.ey.gov.tw/News_Content.aspx?n=F8BAEBE9491FC830&s=4EC5DB716B126E35】
    4. 吳敏而(2013)。多文本閱讀的教學研發。國立臺北教育大學語文集刊,23,123-157。【Wu, R. J. (2013). Design experiments to promote intertextuality in reading. Journal of Language and Literature Studies, 23, 123-157.】
    5. 呂瑞蓮、周倩(2013)。臺灣地區國中小學校圖書館經營管理調查研究。圖書資訊學研究,7(2),29-79。【Lu, J.-L., & Chou, C. (2013). Transliteracy and the study of libraries in Taiwan’s elementary and junior high schools. Journal of Library and Information Science Research, 7(2), 29-79.】
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中文APA引文格式唐淑華、蔡孟寧、林烘煜( (2015)。多文本課外閱讀對增進國中學生理解歷史主題之研究:以「外侮」主題為例。教育科學研究期刊60(3),63-94。doi:10.6209/JORIES.2015.60(3).03
APA FormatTang, S-H., Tsai, M.-N., & Lin, H.-Y. (2015). Using Multiple Texts to Foster Junior High Students’ Historical Understanding. Journal of Research in Education Sciences, 60(3), 63-94. doi:10.6209/JORIES.2015.60(3).03

Journal directory listing - Volume 60 (2015) - Journal of Research in Education Sciences【60(3)】September
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Using Multiple Texts to Foster Junior High Students’ Historical Understanding
Author: Shu-Hua Tang(Department of Education, National Taiwan Normal University), Meng-Ning Tsai (Department of Educational Psychology and Counseling, National Taiwan Normal University), Hung-Yu  Lin(Department of Psychology, Fo Guang University)

Vol.&No.:Vol. 60, No. 3
Date:September 2015
Pages:63-94
DOI:10.6209/JORIES.2015.60(3).03

Abstract:

The present study explored how seventh-grade students can benefit from reading multiple texts on controversial topics in history. The study was divided into two parts. The first part entailed classroom observations, interviews, and content analyses of the curriculum framework, textbook, and teacher's manual. It was to select trade books and adolescent literature as multiple sources of further reading in the study of history. The second part compared seventh graders’ construction of meaning after reading textbooks and trade books chosen to enrich the textbook’s content. It was found that by setting textbooks as controlling texts, those complementary texts, conflicting texts and synoptical texts can facilitate students’ deep understanding. By depicting a well-defined relationship between multiple texts and history learning (including content and disciplinary knowledge), this study has implications for theories of reading comprehension for multiple texts and for the design and choice of instructional materials in history.

Keywords:multiple texts, multiple understanding, read to learn, outside reading