Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80916
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dc.contributor.author連啟舜zh_tw
dc.contributor.author張思潔zh_tw
dc.contributor.authorChi-Shun Lienen_US
dc.contributor.authorSsu-Chieh Changen_US
dc.date.accessioned2019-08-12T04:52:04Z-
dc.date.available2019-08-12T04:52:04Z-
dc.date.issued2016-03-??
dc.identifierD4EA672E-2010-1B03-B747-11F6F9CFF0C8
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80916-
dc.description.abstract本研究目的在探討文章連貫性和人稱敘寫觀點對不同年紀兒童道德故事主題理解之影響,以了解不同年紀兒童對道德主題理解程度,並檢驗「文章連貫性」、「人稱敘寫觀點」對兒童道德主題之影響。本研究選取三篇道德故事加以改寫,分別操弄故事的文章連貫性及人稱敘寫觀點,形成「因果順敘+第一人稱」、「因果順敘+第三人稱」、「因果倒敘+第一人稱」及「因果倒敘+第三人稱」四個實驗版本,分別由三年級和五年級學童閱讀同一版本的三篇故事,在閱讀後測量其不同層次的閱讀理解表現。結果發現在自由回憶、字面理解、推論理解部分,五年級學童表現優於三年級,且文章連貫性有顯著的影響,學童在閱讀因果順敘版本表現較佳,本研究結果支持文章連貫性對兒童道德理解的假設。但是在兒童在不同人稱敘寫版本的理解表現上並未有明顯的差異。此外道德主題理解的層次,本研究中並未得到顯著的效果。本研究結果僅支持「文章連貫性」假設,而「人稱敘寫觀點」並沒有明顯效果。zh_tw
dc.description.abstractThe purposes of this study were to investigate the effects of text coherence and narrative perspective on children’s moral theme comprehension at different grade levels and to test the effects of “text coherence” and “narrative perspective.” Three different moral stories were adapted and rewritten into four versions: first-person with chronological version, first-person with flashback version, and third-person with chronological version, third-person with flashback version. Participants were third and fifth graders recruited from an elementary school and randomly assigned to read one of the four versions. Four different measures were used to assess students’ comprehension performance, which included free recall, text-based representation, inference representation, and theme representation. The results showed that there were reliable main effects ofgrade level and coherence on free recall, textbase, and inference measures. Fifth graders outperformed third graders, and participants who read the causal coherent version performed better than those who read the less coherent version. However, there was no reliable main effect of narrative perspective, and no effect was found on measures of theme comprehension. The results of this study only supported “text coherent hypothesis, but did not support the hypothesis of narrative perspective.en_US
dc.language中文
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation47(3),391-415
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other文章連貫性zh_tw
dc.subject.other主題理解zh_tw
dc.subject.other敘寫觀點zh_tw
dc.subject.other閱讀理解zh_tw
dc.subject.othernarrative perspectiveen_US
dc.subject.otherreading comprehensionen_US
dc.subject.othertext coherenceen_US
dc.subject.othertheme comprehensionen_US
dc.title文章連貫性和人稱敘寫觀點對兒童道德故事主題理解之影響zh-tw
dc.title.alternativeThe Effects of Text Coherence and Narrative Perspective on Children’s Moral Story Comprehensionzh_tw
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