橋樑書品格長處分類於國小學生閱讀之研究

Abstract

本研究主要採用內容分析法，輔以閱讀教學，依照理論依據發展類目表，分析國小階段橋樑書中主角人物呈現的長處類型，將橋樑書中的文本資料進行分類，並根據橋樑書適用之國小閱讀課程，加以運用於國小學生閱讀教學，了解其對橋樑書長處之認知。 壹、本研究結果如下： 一、橋樑書中主角人物長處呈現的整體情形： （一）整體橋樑書在長處主類目中，忽視「正義」特質 （二）整體橋樑書在長處次類目中，傾向描述特定長處 二、橋樑書中主角人物呈現的長處內涵： （一）單冊書多偏重「友誼」情懷的故事，叢書則敘寫「手足」珍貴情感 （二）主角人物偏重呈現特定長處，尤其是「勇敢」、「感恩」、「好奇心」、「胸襟寬闊」與「謹慎」層面 三、學生對橋樑書中主角人物長處之主觀知覺： （一）學生與研究者所分析之主角長處內涵有其相異處，與閱讀教學相關 （二）學生之生活經驗會影響其閱讀感受 （三）學生之理解程度與閱讀難易度之相關性較低 （四）閱讀教學可以透過橋樑書來進行品格教育 （五）教師知覺課程、教師運作課程以及學生經驗課程之間的差異，會產生潛在課程 貳、本研究結論如下： 一、國小階段的橋樑書中，主角人物出現的長處類型主類目以「勇氣」最多，「智慧」次之，「正義」最少 二、國小階段的橋樑書中，「正義」是最缺乏的長處類型 三、國小學生運用橋樑書閱讀教學後對長處的認知，與研究者相同處為傑克的「勇敢」與「謹慎」，安妮的「好奇心」與「勇敢」；與研究者相異處為傑克的「胸襟寬闊」、「感恩」、「仁慈」、「社會智能」與「欣賞美與優點」，安妮的「仁慈」與「熱忱」 四、學生對於橋樑書難易度的主觀知覺，認為「簡單」最多，「普通」次之，「困難」最少 本研究根據上述結果，對未來研究、出版商與橋樑書作者、學校提出建議，作為未來研究之參考，以及讓橋樑書能在教育現場發揮效益。

This research mainly uses content analysis method, and develops a category list based on reading teaching theories. It analyzes the types of strengths presented by the protagonists in the bridge books at the elementary school stage, classifies the text data in the bridge books and applies them to the reading curriculum and instruction for elementary school students to understand students' perception of the strengths of these bridge books. The results of this research are as follows: I.The overall situation of the protagonists’ strengths in the bridge books: A.The overall bridge book ignores the characteristics of "justice" in different dimensions of the main category of strengths. B.The overall bridge book tends to describe specific strengths in different dimensions of subcategories of strengths. II.The connotation of the strengths presented by the protagonist in the bridge book: A.The single-volume books are mostly stories about"friendship", while the series of books describe the precious relationship of "brotherhood". B.The protagonist emphasizes specific strengths, especially "bravery", "gratitude", "curiosity", "open-mindedness" and "prudence". III.Students’ subjective perception of the strengths of the protagonist in the bridge books: A.The connotations of the protagonists’ strengths analyzed by the students and the researcher are different, which is related to reading teaching. B.Students’ life experience will affect their reading experience. C.There is weak correlation between student’s comprehension and reading difficulty. D.Reading teaching instruction can be used for character education through bridge books. E.The differences between teacher perception percieved courses, teacher operation operative courses, and student experience experiential courses will generate potential hidden courses. The conclusions of this study are as follows: I.In the elementary-level bridge books, the main categories of strengths that protagonists have are"courage" as the most, "wisdom and knowledge" as the second, and "justice" as the least. II.Among the bridge books at the elementary level, "justice" is the most lacking strength type. III.There are similarities and differences between elementary school students’ cognition of the protagonists' strengths after the bridge book reading instruction and that of the researcher's. The similarities are: Jack's "bravery" and "prudence" in Magic Tree House 1: Dinosaurs Before Dark, Annie's "curiosity" and"bravery" in Magic Tree House 1: Dinosaurs Before Dark; the differences from the researcher are Jack's "open-mindedness", "gratitude", "kindness", "social intelligence" and "appreciation of beauty and excellence" in Magic Tree House 1: Dinosaurs Before Dark, Annie's "kindness" and "vitality" in Magic Tree House 1: Dinosaurs Before Dark. IV.Students’ subjective perception of the difficulty of bridge books is that "easy" as the most, followed by "ordinary", and "difficult" as the least. Based onthe above results, this research makes recommendations for future research, publishers, bridge book authors, and schools, as a reference for future research, and hopes to make bridge books more effectively-used in the educational field.