于曉平吳育雅Hsiao-Ping YuYu-Ya Wu2014-10-272014-10-272013-09-??http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/13715本研究探討資優女生閱讀科學教科書的理解歷程，透過同儕對話討論與質性分析，探究可了解資優女生科學閱讀理解歷程之分析方式，進而從中了解其思考脈絡與閱讀中可能出現的問題。研究結果發現，透過課堂與線上討論，可了解資優女生在閱讀常見的問題，資優生雖有其學習上的優勢，但受過去學習經驗的影響，在進行科學閱讀時，會出現似是而非、臆測、誤用、化約、推理不當等情形。最後根據研究發現，提出可供參考的建議。This research tried to explore the comprehension process of the gifted girls when they read scientific textbook. Through peer dialogue and qualitative analysis, the study explored the analysis methods that could understand the gifted girls scientific reading comprehension process and to understand the thinking context and problems been faced in reading. According to the results, it was found students lacked many backgrounds when they tried to read the science textbooks, and took too much time to verify the basic knowledge. Then, when they read scientific texts, they also had some problems such as paradox, guessing, misusage, reduction, and unsuitable inference. It was also found the concept mapping and cooperative learning were nice strategies that could help student understand the relationship about many concepts and clarified the missing ideas. Finally, giving some suggestions we proposed for educator’s reference.科學文本資優女生閱讀理解歷程scientific textsgifted girlsprocess of reading comprehension