国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

因應數位閱讀時代的來臨，在進行數位閱讀時，如何進行自我監控，協助學習者掌握閱讀技巧，特別是對於閱讀認知能力不足的小學兒童來說，在進行數位閱讀時更需要有完善的學習鷹架輔助，才能達到良好的閱讀成效。標註系統中也發展出許多不同機制來輔助閱讀，幫助提升學習者的閱讀動機與閱讀成效。但卻也發現學習容易著重在標註的量而忽略了標註的品質，反而無法提升其閱讀理解成效，在學習的過程中忽略了閱讀歷程與閱讀認知的適配性。因此，本研究在合作式數位閱讀標註系統上發展出一套基於閱讀標註支援更有效閱讀的「SOAR結構式筆記模組」，讓學習者於作筆記的過程中掌握文本的重點，幫助學習者提升其閱讀自我效能，希望可有效促進學習者在閱讀中有效的內化與重組，以提升閱讀理解的深度與成效。 本研究採單組實驗設計，探討學習者在使用具「SOAR結構化筆記模組」的「合作式數位閱讀標註系統」輔以閱讀學習的情境下，學習者的閱讀標註瀏覽行為、標註行為及SOAR筆記分數是否影響學生其閱讀自我效能、閱讀理解成效。此外，也針對不同性別與認知風格的學習者作探討。 研究結果發現: 1.在使用「合作式數位閱讀標註系統」支援閱讀的學習情境下，採用「SOAR結構化筆記模組」支援數位閱讀學習，其國小學生的標註行為、閱讀標註瀏覽行為及SOAR筆記分數與閱讀自我效能並無顯著相關2.女性學習者的自我效能與閱讀理解成效具有顯著高度正相關，並且具有線性迴歸之可預測性3.全體學習者的SOAR筆記分數與閱讀理解成具有顯著高度正相關，並且具有線性迴歸之可預測性4.男性學習者的SOAR筆記分數與閱讀理解成效具有顯著高度正相關，並且具有線性迴歸之可預測性5.對國小學生的閱讀理解成效具有顯著的提升6.對男性學習者與女性學習者的閱讀理解成效均具有顯著的提升7.對場地獨立型學習者與場地相依型的學習者的閱讀理解成效均具有顯著的提升。 最後，基於研究結果，本研究亦提出對教師及系統改良的建議，並提出幾個未來的研究方向，希望能對數位閱讀研究有所貢獻。 / Abstract To cope with the digital reading era, self-monitoring to assist learners in grasping reading skills during digital reading, especially for the digital reading of elementary pupils with inadequate reading cognitive capabilities, perfect learning scaffolding is required for achieving good reading performance. There are many different mechanisms developed in annotation systems to assist in reading and help learners promote the reading motivation and reading performance. However, it is also discovered that the learning could easily focus on the quantity of annotation, but ignore the quality of annotation so that the reading comprehension performance could not be enhanced and the suitability of reading process and reading cognition in the learning process is ignored. For this reason, a reading annotation based “SOAR structured note module” for supporting effective reading is developed on the cooperative digital reading annotation system, allowing learners grasping the key points in the text during the noting process and helping learners promote the reading self-efficacy. It is expected to effectively advance the effective internalization and organization of learners in the reading in order to enhance the depth and performance of reading comprehension. With one-shot experimental design, the effect of learners’ reading annotation browsing behaviors, annotation behaviors, and SOAR note scores on the reading self-efficacy and reading comprehension performance, under the reading learning situation with “cooperative digital reading annotation system” with “SOAR structured note module”. Besides, gender and learners with different cognitive styles are also discussed in this study. The research findings are concluded as below. 1. Under the reading learning situation with the support of “cooperative digital reading annotation system”, elementary students applying “SOAR structured note module” to support the digital reading learning do not appear significant correlations between annotation behaviors, reading annotation browsing behaviors, SOAR note scores and reading self-efficacy. 2. Female learners’ self-efficacy and reading comprehension performance present remarkably and highly positive correlations, with the predictability of linear regression. 3. All learners’ SOAR note scores and reading comprehension performance show significantly and highly positive correlation, with the predictability of linear regression. 4. Male learners’ SOAR note scores and reading comprehension performance reveal notably and highly positive correlation, with the predictability of linear regression. 5. Elementary students’ reading comprehension performance is remarkably enhanced. 6. Both male and female learners’ reading comprehension performance is significantly enhanced. 7. Both field-independent and field-dependent learners’ reading comprehension performance is notably enhanced. Finally, suggestions for teachers and system improvement are proposed, based on the research results, in this study, and several research directions are also proposed for research on digital reading. Key words: SOAR structured note; cooperative reading annotation; reading self-efficacy; reading comprehension performance

グローバル教育の内容編成について、グローバリゼーションとグローバル教育の関係性を述べたうえで、日本の国際理解教育および英米のグローバル教育を取り上げ、教科構造論とシティズンシップ育成論の視点から、教科融合型、教科統合型、教科超越型という、３つのカリキュラムとしての内容編成の可能性と、目標としてのグローバル・シティズンシップの育成を明らかにし、それに応じた筆者の３つの授業実践について論じた。 / The thesis is a study on the organization of discipline based contents of global education. Firstly, I describe about relationship between globalization and global education. Secondly, Analyzing education for international understanding in Japan, and global education in United Kingdom and United States of America, I make clear three approaches of the organization of discipline based contents which are multidisciplinary approach, interdisciplinary approach, and transdisciplinary approach. Thirdly, I identify the goal of global education is to foster global citizenship and examine three implementation on three lesson units which I practiced according to global education. / 博士(教育文化学) / Doctor of Philosophy in Education and Culture / 同志社大学 / Doshisha University

隨著資訊社會的來臨，數位文本逐漸普及，數位閱讀已成為閱讀的主要發展趨勢。相較於傳統偏向於線性閱讀的紙本閱讀模式，在閱讀過程中常以非線性進行閱讀的數位閱讀必須要有適當的輔助閱讀策略或機制，方能改善淺層閱讀，以及無法長期持續閱讀的問題。換言之，為提昇讀者在數位閱讀環境中的閱讀理解和成效，數位文本需要設計更有效的輔助閱讀機制來引導讀者進行更有效的閱讀學習，而發展高層次的閱讀認知策略鷹架輔以閱讀，為一可行的發展方向。 基於上述原因，本研究在「合作式數位閱讀標註系統」輔以數位閱讀的環境中發展閱讀認知策略鷹架，並與沒有結合此鷹架的「合作式數位閱讀標註系統」進行比較，以驗證有採用閱讀認知策略鷹架的實驗組學習者，是否在英語閱讀理解成效、科技接受度及學習滿意度上優於沒有採用閱讀認知策略鷹架的控制組學習者。也進一步探討「合作式數位閱讀標註系統」輔以所結合的閱讀認知策略鷹架對於場地獨立與場地依賴不同認知風格、以及高低不同英語起始能力者在英語閱讀理解成效、科技接受度及學習滿意度的影響。 實驗結果發現，在使用「合作式數位閱讀標註系統」之學習情境下，採用閱讀認知策略鷹架之實驗組學習者的閱讀理解成效、平台瀏覽次數以及各類型策略標註數量皆優於控制組學習者；並且場地相依型學習者的閱讀理解進步分數優於場地獨立型學習者。也就是本研究在「合作式數位閱讀標註系統」所發展的閱讀認知策略鷹架能有效協助學習者提升其閱讀理解成效，特別是場地相依型認知風格的學習者。另外，無論是對高分、中間、或低分組的學習者而言，採用閱讀認知策略鷹架之英語閱讀理解成效皆優於沒有採用閱讀認知策略鷹架；最後也發現認知有用性、認知易用性及學習滿意度三者之間具有顯著關連性。 / With the coming of the Information Age, digital texts are getting more and more popular. Compared to the traditional paper-based reading, nonlinear digital reading requires proper strategies or mechanism to help improve the shallow reading and short-term retention, which have been reported as the main disadvantages of digital reading. In other words, readers need inferential reasoning and comprehension monitoring strategies in order to keep concentration while reading digital texts. A scaffold of cognitive reading strategies, therefore, was developed and combined into Collaborative Digital Reading Annotation System (CDRS) in this study. It aimed to confirm whether the learners in the experimental group with the scaffold of cognitive reading strategies support outperformed the learners in the control group without the scaffold of cognitive reading strategies support on English reading comprehension, technology acceptance degree, and learning satisfaction. Furthermore, this study also examined the effects of distinct cognitive styles of field independence and field dependence and learning capability between both groups on English reading comprehension, technology acceptance degree, and learning satisfaction. The experimental results present the following findings. First, the learners in the experimental group applying CDRS with the scaffold of cognitive reading strategies outperformed the learners in the control group using CDRS without the scaffold of cognitive reading strategies on English reading comprehension, platform views and annotation numbers of four different cognitive strategies. Besides, while reading by CDRS combined with the scaffold of cognitive reading strategies, the field-dependent learners significantly outperformed the field-independent ones on reading comprehension gain. Moreover, the learners in the experimental group, either with high, medium or low learning capability, remarkably outperformed the ones in the control group on English reading comprehension. Finally, significant correlations among perceived usefulness, perceived ease of use, and learning satisfaction in both groups were found.

近年來英語教學特別重視聽力對於英語學習的重要性，然而臺灣的英語教育仍以播放CD為最廣泛使用的英語聽力練習方法，無法因應個別學習者聽力上的個別差異需求，進行重聽段落的自我調整。隨著科技的進步，電腦輔助語言學習已成為發展趨勢，本研究發展一影片標註聽力複習機制（Video-Annotated Listening Review Mechanism, VALRM），可輔助學習者依據自己的學習需求，進行英語聽力重聽段落的標註與重聽。為了驗證此一機制對於提升英語聽力的成效，本研究比較使用VALRM以及利用Youtube進行自主聽力複習機制（Self-Determined Learning Review Mechanism, SDLRM）的學習者，在英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷是否具有顯著差異。此外，也進一步比較不同英語起始能力學習者，以及不同學習風格學習者（場地獨立型與場地依賴型），分別採用VALRM及SDLRM在英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷上是否具有顯著的差異。 研究結果發現，使用VALRM的學習者，其聽力理解成效顯著優於使用SDLRM的學習者。此外，使用VALRM的學習者，其學習滿意度與科技接受度高於使用SDLRM的學習者；認知負荷度則低於使用SDLRM的學習者。最後，採用VALRM及SDLRM之不同英語起始能力學習者，以及不同學習風格學習者的英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷度不具有顯著差異。研究結果顯示，學習者使用VALRM輔以英語聽力學習，能有效提昇學習者的英語聽力理解表現。

這篇論文的目的是為盧曼社會系統理論中的一個難題提供可能的解決之道。此難題即為：社會系統既是去主體化的，又是主體化的。這個難題的出現，乃肇因於盧曼認為系統既是自我透明的，也是自我不透明的，既是環境透明的，也是環境不透明的。這兩種弔詭就是盧曼社會系統理論的自我同一性弔詭與環境同一性弔詭。因此，為了解決社會系統理論的去主體化問題，首先就必須解決自我同一性弔詭與環境同一性弔詭。對此，我們建議從盧曼與胡塞爾的比較開始。藉由此種比較以及隨之而來的清洗與重組，我們可以從他們那裡擷取有利於解決上述弔詭的概念與命題。這些概念與命題是：一、存在著諸系統；二、新的觀察概念：構造；三、社會作為內在於意識系統中的社會行動秩序，而溝通系統則作為內在於理解系統中的社會溝通秩序。 / This thesis is aimed at solving a dilemma in Luhmann's theory of social systems.The delimma is: social systems are both desubjectized and subjectized. This is because in Luhmann's theory, they are both transparent and intransparent to itself, and the environments are both transparent and intransparent to systems. These two paradoxes are self-identity paradox and environment-identity paradox. Therefore, if we want to solve the problem of desubjectization in Luhmann's theory, we must solve the self-identity paradox and environment-identity paradox at first. We suggest that it can begin with the comparison between Luhmann and Husserl. Through this comparison, and correspondingly, cleaning and recombination, we can take concepts and propositions which can be used for resolving the above-mentioned paradoxes. The concepts and propositions are: 1. there are systems; 2. new concept of observation; and 3. society as the order of social actions in a consciousness system, and communication system as the order of social communications in a understanding system.

本研究之目的在於比較蒙特梭利語文教育與全語言教育對不同年齡幼兒閱讀能力影響之差異。研究對象為接受蒙特梭利教育與全語言教育的中班與大班學前幼兒。研究者選取兩所位於台北市且實施蒙特梭利與全語言教育之幼稚園，依照這些受試者的年齡、家庭社經地位、在園時間、入園時間及畢保德圖畫詞彙測驗分數等條件後，進行配對選取，最後選取的總受試幼兒共58名。本研究中之幼兒閱讀能力指幼兒聲韻覺識能力、認字量與閱讀理解能力。研究工具在聲韻覺識測驗上採用侯淑柔、林佩蓉（2007）所編製之聲韻覺識測驗中之得分，認字與閱讀理解力採用楊怡婷（1995）改編之故事及自編之理解能力測驗，幼兒閱讀能力之資料皆至幼稚園對幼兒施測而得。 研究結果顯示，幼兒閱讀能力，有「年齡」的差異，大班生優於中班生；幼兒閱讀能力有「教學法」的差異，接受蒙特梭利教學的幼兒在閱讀能力的表現上優於全語言教育的幼兒；在「年齡」與「教學法」的交互作用上並無顯著之差異。而單獨進行大班幼兒閱讀能力的差異檢定發現，大班幼兒在聲韻覺識上的表現呈現顯著差異，接受蒙特梭利教學的幼兒在閱讀能力的表現上優於全語言教育的幼兒，而在認字和閱讀理解上則無顯著差異；在中班幼兒閱讀能力的差異檢定結果，中班幼兒閱讀能力表現無論在聲韻覺識、認字量和閱讀理解上皆無顯著差異。此外，針對所有閱讀能力測驗結果進行相關分析後，發現聲韻覺識、認字量和閱讀理解兩兩之間皆具有顯著之相關，而在控制聲韻覺識變項之後，認字和閱讀理解呈現顯著的高度相關，而控制認字變項之後，聲韻覺識和閱讀理解之間的關係便消失了，足見認字在幼兒閱讀能力中所佔之重要角色。 / The purpose of this study was to compare the literacy of young children who attended Montessori or Whole Language education program. Their literacy which includes word recognition, reading comprehension, and phonological awareness. The sample (n=58) consisted of the pre-kindergarten (age 4-5, n=26) and kindergarten (age 5-6, n=32). Schools were selected base on grossly similar school profiles on Taipei city. To control and match age, socioeconomic status (SES), the score of the Peabody Picture Vocabulary Test-Revised of the children whose attended different programs. Results of the study showed significant difference on “age” and “education program” : The children in the kindergarten whose literacy was better than the children in the pre- kindergarten；the children attended Montessori education program whose literacy was better than the children attended Whole Language education program. Significant different on “phonological awareness” : The children in the kindergarten of the Montessori education program whose phonological awareness was higher than the children in the pre- kindergarten of the Whole Language education program, but no significant difference on “word recognition” and “reading comprehension”. The children in the pre-kindergarten between Montessori education program and Whole Language education program showed no significant difference on “word recognition” and “reading comprehension” and “phonological awareness”.

面對大量習慣用嘗試錯誤方式去學習使用複雜線上遊戲功能的使用者，如果沒有一個好的網頁佈局設計，會妨礙讓使用者易於上手。本研究試圖綜合以往在電腦學習認知方面的模板比對理論、CoLiDeS Model、及資訊氣味等相關研究，增強對線上遊戲介面設計的了解。本研究設計一個線上遊戲介面認知的實驗，用「仙劍Online」多人線上遊戲的介面為實驗工具，運用眼動儀去觀察受試者的瀏覽行為。「功能的群組位置」(Location)與圖像(Icon)皆為介面設計的重要因素；這兩項因素可能會影響受試者對任務難易的知覺判斷與瀏覽行為的Pattern。這些差異會顯示在任務的「間隔多久時間看到正確區域位置」、「凝視次數」、「凝視正確區域佔全部的比例」、任務的「完成率」與任務的「使用時間」等資料上。經過本研究驗證可以明確的知道「功能的群組位置」(Location)與圖像(Icon)何者為設計者首要考量之因素，在學術上能加強對CoLiDeS Model的了解，提出兩階段修正的認知模式；在實務上幫助介面設計師進行更有效的頁面設計和實用的建議。 / A large amount of users practice the trial and error approach to learn to use complicated online games. This leads to low user perception of "easy to use" when the game lacks good webpage layout design. This study attempts to integrate previous studies on cognitive learning through computer including Template Matching, Information Scent, and Comprehension-based Linked model of Deliberate Search Model ( CoLiDes Model), to enhance the understanding on online game interface design. A cognitive experiment of online game interface was designed utilizing the multiplayer simulation game "Chinese Paladin Online" in an attempt to observe and record user’s browsing behaviors through the eye tracker. "Location of functional group " and "Icon" are important factor of interface design and affect user’s browse behavior pattern . These differences will appear in "Time spent", "Accuracy", "Frequency of fixation ", “ and "Time spent before first fixation on the correct position" of the tasks. We expect the results extended the CoLiDeS Model, enhanced understanding of the interface layout user cognition, and provided fruitful suggestions in how to further design on effective WebPages.

論文提要內容：由於電腦科技的進步，多媒體光碟課體已應用在外語的學習；這種全新的媒體會不會直接或間接影響閱讀策略之使用，及閱讀理解之能力？是本研究所關心並感興趣的主題。 這個研究主要是觀察六十位以英語為外語學習目標的學生，他們在閱讀電腦光碟及閱讀書面時，如何使用閱讀策略？研究的方法包括出聲思考及實驗比較兩種方式。結果發現，使用資源型(resourcing)閱讀策略比傳統閱讀策略(local-meaning-getting, global-meaning-getting, monitoring/ regulatory reading strategies)來得多；但書面閱讀的閱讀理解能力表現卻比多媒體閱讀來得好。 所以，語言學習者不應該太仰賴那些不須自己花太多功夫，隨手可得的線上資源型閱讀策略；然而多媒體閱讀課體仍可以提供讀者很多相關背景知識來輔助他們閱讀。因此閱讀策略的教學應該列入語言教師的教學計畫裏，傳統閱讀策略的使用應該在閱讀中被視為一個很重要而且根本的元素，資源型閱讀策略是無法取代它們的。 透過這個研究，我們希望提供一些實證資料及有用的建議給語言學習者，讓他們利用電腦科技來成功地學習語言。 / Due to the advancement of computer technology, multimedia CD-ROM courseware is applied to foreign language learning. Will this brand-new media directly bring about an impact on reading strategies and indirectly make a contribution to reading comprehension? This is the main concern and interest of the study. The study investigated how 60 EFL students used reading strategies in CD-ROM and in printed context. The research methods included think-aloud protocol and experimental comparison approach. It was found that resourcing strategies are used more than the traditional reading strategies, that is, local-meaning-getting, gtobal-meaning-getting, and monitoring/ regulatory strategies. However, the reading comprehension performance in paper reading is better than that in multimedia reading. Thus, language. learners should be taught not to refer to on-line resourcing strategies too much without exercising efforts themselves, but they can take much background knowledge from reading courseware to facilitate their reading. The instruction of reading strategies should be included in the teaching programs of language teachers. Traditional reading strategies ought to be regarded as a fundamental element in reading and can not be replaced by resourcing strategies. Through this study, it is hoped that learning language with computer technology can bring a success to language learners by providing empirical data and useful suggestions.