提升國文科閱讀素養之閱讀理解歷程分析——以107至110學年度學測試題為例

dc.contributor潘麗珠zh_TW
dc.contributorPan, Li-Chuen_US
dc.contributor.author郭芳銜zh_TW
dc.contributor.authorKuo, Fang-Hsienen_US
dc.date.accessioned2022-06-07T09:28:19Z
dc.date.available2022-02-08
dc.date.available2022-06-07T09:28:19Z
dc.date.issued2022
dc.description.abstract本論文旨在探討107學年度至110學年度大學學測國文考科(選擇題)與國寫考科(非選擇題)在課綱改制後試題的形式與內容變化、閱讀理解歷程分佈,以期統整出近四年大考試題之「試題形式」、「試題內容」、「閱讀理解歷程分佈」、「素養導向」命題特色與趨勢變化,並提出「提升閱讀素養之方向與建議」。筆者針對試題同時進行量化分析與質性分析,量化分析以大考中心公布之試題難度、鑑別度、誘答選項分析、高低分群比率等資料進行數據分析,以此了解試題的命題設計與分佈情形。質性分析兼採PISA 2018閱讀理解歷程、Bloom認知能力向度、十二年國教國語文領域綱要為素材,製作分析表格作為工具,以此分析試題內涵與品質。研究成果如下:一、 國文考科(選擇題): 1、試題形式與內容:趨向文本多樣化,形式上連續文本、多重文本、混合文 本、多重文本皆有命題。內容上以議論文數量最多,其次為說明文。 2、閱讀理解歷程配置:近四年皆穩定呈現集中理解歷程、定位歷程大幅度減少的趨勢,試題安排更重視學生整體的分析統整能力。 3、素養導向試題設計:情境化、跨領域文本、議題融入設計廣泛出現在試題中,有助學生知識整合性、全面性。 二、國寫考科(非選擇題): 1、試題形式與內容:與選擇題相同呈現文本多樣化現象,然非選擇題受限於 試題型態,並無非連續文本試題,其他文本形式分佈上較選擇題更為平 均。內容上知性題已說明文本為主、情意題以抒情文本為主。 2、閱讀理解歷程配置:非選擇題大幅側重於選擇題無法測驗出來的評鑑與省 思歷程,重視高階閱讀理解、語文表達能力的展現。 3、素養導向試題設計:獨立成科、新式考題加重文章的功能性,更考驗學生 綜合資訊的能力。兩大試題的安排也有助於學生均衡發展知性統整判斷能 力與情意感受抒發能力。 筆者根據研究發現,針對三大面性提出提升閱讀素養能力之具體建議: 1、課綱學制面向:課綱與測驗方向必須趨於一致、領域課綱可增加配套規 劃、混合試題將完整試題譜系,有效提升歷程能力與鑑別度。 2、領域教材面向:教科書編排形式需多元化才能貼合情境化趨勢、跨領域文 本應與國文科領域更為結合。 3、教師教學面向:閱讀需要脈絡化、理解需要漸進歷程、教學應以學生為主 體,培養批判性思考力。 以上研究成果與建議,供學生、教師、大考中心等機構研究、發展參考。zh_TW
dc.description.abstractThis study examines the two parts (multiple choice and non-choice questions) of Chinese language exam in the General Scholastic Ability Test from 2018 to 2021. On one hand, it discusses the modifications applied to the form and the content of the examination questions and the reading comprehension process after reforming the educational outlines. On the other hand, it organizes the data of the last four years (including “question form”, “question content”, “reading comprehension process” and “literacy-oriented” four topics)and it proposes methods for increasing reading literacy. This research uses quantitative analysis to examine the characteristics of the questions carried out by the examination center and it uses qualitative analysis to observe PISA 2018 reading comprehension process, Bloom’s “cognitive process dimension” and the guidelines for compulsory education.This study gives specific suggestions to improve reading literacy ability on three aspects: 1. The syllabus: the syllabus and the test must have the same direction, supporting rules can be added to it, mixed form test questions would effectively improve the discrimination process ability. 2. Field textbook: The layout of textbooks needs to be diversified in order to conform to the trend of contextualization and cross-field literature. It should be better integrated with the field of Chinese liberal arts. 3. Teaching process: reading needs to be contextualized, understanding needs to be seen as a gradual process, and teaching should be student-centered to develop critical thinking skills. The above research results and suggestions are meant for students, teachers, college entrance examination centers and other institutions.en_US
dc.description.sponsorship國文學系zh_TW
dc.identifier60520029L-40996
dc.identifier.urihttps://etds.lib.ntnu.edu.tw/thesis/detail/a3b8be3ba2fa3f8f4ccc1b52cd188163/
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/116468
dc.language中文
dc.subject閱讀素養zh_TW
dc.subject閱讀理解歷程zh_TW
dc.subject學科能力測驗zh_TW
dc.subject高中國文科試題zh_TW
dc.subjectreading literacyen_US
dc.subjectreading comprehension processen_US
dc.subjectgeneral scholastic ability testen_US
dc.subjecthigh school chinese language test questionsen_US
dc.title提升國文科閱讀素養之閱讀理解歷程分析——以107至110學年度學測試題為例zh_TW
dc.titleAnalysis of the Reading Comprehension Process to Improve Chinese Exam's Reading Literacy. A Case Study of 107-110 academic Years' Exam Questionnairesen_US

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