繪本教學對學前與國小學生學習成效影響之後設分析

Abstract

本研究透過「後設分析法」（meta-analysis），探討繪本教學對學生認知、情意及高層次思考能力學習成效之影響。本研究將研究變項分為文件性質、受試者性質、研究方法性質與研究案性質四大類，各類之下又細分成二十二個子變項來探討是否會造成學習成效之差異。 本研究中，認知學習共蒐集33篇研究案；情意學習共蒐集65篇研究案；高層次思考能力方面，則有17篇研究案。各篇研究文獻之量化數據皆換算成效果大小值（Effect Size），以進行各變項之同質性考驗。經統計分析後，結果如下：

一、 認知學習層面整體效果量為0.6010達中度正向成效。共有十一個調節變項達顯著。 二、 情意學習層面整體效果量為0.3965達微量正向成效。共有十三個調節變項達顯著。 三、 高層次思考能力學習層面整體平均效果量為0.7360，介於中度至高度效果之間，且接近高度效果。共有十四個調節變項達顯著。

最後根據本研究之結果，提出教育應用與相關研究建議。This study investigates the influences of picture book instruction on students’ cognition, affection, and the learning efficiency of high-level capacity for thinking through meta-analysis method. This study divides research variables into four categories, which include documentation aspect, subject aspect, research method aspect, and case study aspect, and also defines variables of these four aspects into 22 sub-variables to probe whether these variables would cause differences on learning efficiency. There are 33 case studies about learning recognition, 65 case studies about affective learning, and 17 case studies about high-level capacity for thinking collected in this research. The quantification data of each study literatures are all transformed into effect size to undergo test of homogeneity according to every variables. The results of statistics analyses are described as following.

1. The mean effect-size of cognition learning is 0.6010, which reaches moderate positive effectiveness level. And there are eleven moderators reaching statistical significance. 2. The mean effect-size of cognition learning is 0.3965, which reaches mild positive effectiveness level. And there are thirteen moderators reaching statistical significance. 3. The mean effect-size of high-level capacity for thinking is 0.7360, which reaches moderate positive effectiveness level. And there are fourteen moderators reaching statistical significance.

Finally, we propose suggestions for educational applications and relevant research design according to the research results of this study.