教師閱讀教學行為與學生閱讀態度和閱讀能力自我評價對於閱讀成就之跨層次影響

dc.contributor.author張毓仁zh_tw
dc.contributor.author柯華葳zh_tw
dc.contributor.author邱皓政zh_tw
dc.contributor.author歐宗霖zh_tw
dc.contributor.author溫福星zh_tw
dc.date.accessioned2014-10-27T15:11:25Z
dc.date.available2014-10-27T15:11:25Z
dc.date.issued2011-06-??zh_TW
dc.description.abstract本研究旨在探究教師閱讀教學行為(閱讀教學活動和閱讀策略教學頻率)與學生閱讀態度、閱讀能力自我評價對於學生閱讀成就的影響。研究資料為臺灣地區「促進國際閱讀素養研究J (PIRLS 2006) ,研究者挑選128 名教師和相配對的3 ,472 位學生,以多層次線性模式進行分析。結果顯示,個體層次的學童家庭教育資源、閱讀態度、閱讀能力自我評價對於閱讀成就皆具有顯著的正向影響。其次,總體層次的教師閱讀教學活動頻率和閱讀策略教學頻率對於學童閱讀成就則沒有顯著的脈絡效果。第三,跨層次交互作用可能具有特定性,教師閱讀活動教學頻率可能對於學生閱讀態度產生強化作用。最後,本文提出對於閱讀教育的省思和資料庫分析研究的建議。zh_tw
dc.description.abstractThe purposes of this study is to probe the impacts of the frequencies of Reading Instruction Activities (RIA) and Reading Strategies Teaching (RST) implemented by teachers, as well as students' Home Education Resources (HER), Reading Attitude (RA), and Self-Assessment (SA) regarding their reading proficiency to students' reading achievement. A two-level database of 128 teachers (macro-level) and matched 3,472 fourth-graders (micro-level) was selected from the Taiwan PIRLS 2006 Database. Multilevel linear modeling (MLM) was then applied to analyze the data. The results indicated that in micro-level, HER, RA, and SA can significantly explain students' reading achievement in a positive way, In the macro-level, neither RIA nor RST showed a significant contextual effect on students' reading achievement. Additionally, the specific interaction among the cross-level analysis was likely to involve the frequencies of RIA, enhancing the relationship between students' RA and their reading achievement. Based on the research findings, the researcher also addresses issues pertaining to the limitations of the study and suggestions for future research.en_US
dc.identifier177E9D67-BE22-BF91-BADA-21093D23D2C7zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/11614
dc.language中文zh_TW
dc.publisher國立臺灣師範大學zh_tw
dc.publisherNational Taiwan Normal Universityen_US
dc.relation56(2),69-105zh_TW
dc.relation.ispartof教育科學研究期刊zh_tw
dc.subject.other促進國際閱讀素養研究zh_tw
dc.subject.other階層線性模式zh_tw
dc.subject.other資料庫zh_tw
dc.subject.other跨層次交互作用zh_tw
dc.subject.other閱讀zh_tw
dc.subject.otherPIRLSen_US
dc.subject.otherhierarchical linear modelingen_US
dc.subject.otherdatabaseen_US
dc.subject.othercross-level interactionen_US
dc.subject.otherreading achievementen_US
dc.title教師閱讀教學行為與學生閱讀態度和閱讀能力自我評價對於閱讀成就之跨層次影響zh-tw
dc.title.alternativeThe Cross-Level Effects ofTeachers' Reading Instruction, Students' Reading Attitude, and Self-Assessment in Reading Proficiency on Students' Reading Achievement: A Multilevel Study of PIRLS 2006zh_tw

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