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本研究目的，在探討以行為症狀區分的ADHD次分類型，是否也能在認知功能上有其相對映的區辨？本研究以行為症狀量表DBRS，測量受試者在不專心注意與過動/易衝動向度上的行為症狀表現，以神經心理測驗GDS，測量受試者在不專心注意與過動/易衝動向度上的認知功能表現。 本研究假設認為，以行為症狀量表DBRS所區辨出的不同ADHD次分類型，在神經心理測驗GDS上，應具有不同的認知功能表現模式。透過對63名6~9歲的男性學齡受試者，由行為症狀量表DBRS區分ADHD次分類型，並以單因子變異數分析及Pearson積差相關等方式，檢驗不同次分類型間在神經心理測驗GDS上的認知功能差異與關係。 研究結果顯示，以DBRS所區分的次分類型，在GDS各相關認知功能指標上，都無法有效獲得顯著的差異與關係；大部分的測驗指標，皆未能有效支持本研究假設。研究結果顯示，在本研究樣本中，受試者母親在DBRS上填答的行為症狀表現，與受試者在神經心理測驗GDS上的認知功能表現，未能展現出一致及可茲對映的區辨能力。並在討論中針對此結果，提出可能的原因及相關的建議。 / The purpose of this study is to explore that if ADHD subtypes which are discriminated by behavioral symptoms could reflect the same discriminance on cognitive functions. In this study, the performance of inattention and hyperactive/impulsive behavioral symptoms are measured by the behavioral symptom scale, DBRS; and the performance of inattention and hyperactive/impulsive cognitive functions are measured by the neuropsychological testing, GDS. The hypotheses of this study are that the different ADHD subtypes which are measured by behavioral symptom scale, DBRS, should have different performance pattern of cognitive functions in GDS. This study sorts 63 male subjects, aged from 6 to 9 years old, into 4 subtypes and compares the differences by one way ANOVA and explores the relationships by Pearson product-moment correlation, so as to exam the cognitive differences and the relationships between subtypes on neuropsychological test, GDS. The results show that the subtypes which is discriminated by DBRS have no significant differences on most related cognitive-functioning indexes of GDS. Most testing indexes do not support the hypothese in this study. From the samples of this study the results show that the performance of behavioral symptoms on DBRS, based on mother's evaluation of subject's behavior, and subjects’ performance of cognitive functions on GDS do not have consistent or matched patern. The probabilistic explanation and related suggestion will be proposed in discussion.

本研究特別將焦點放在和肯定表現共起的「ぜんぜん(全然)」上，並透過「現代日本語書き言葉均衡コーパス（BCCWJ）」之語料庫來收集「ぜんぜん(全然)」的使用例。根據收集之資料以考察和「ぜんぜん(全然)」共起的肯定表現為何，及其之特徵。又本研究也將針對和肯定表現共起的「ぜんぜん(全然)」之意義用法，及容易和其共同使用的語言形式等逐一進行考察。 本論文主要由五大章節構成。首先，序章闡述研究動機和目的、研究範圍和計數方法、研究次序等。接下來，第1章就先行研究以及其中相關的問題點做說明。第2章則透過「現代日本語書き言葉均衡コーパス（BCCWJ）」之語料庫來調查和「ぜんぜん(全然)」共起之肯定表現的分布状況，並考察和「ぜんぜん(全然)」共起的肯定表現之特徴為何。又藉由觀察「ぜんぜん(全然)」之共起傾向，來探討其所反映出的副詞定位問題。 第3章則針對「ぜんぜん(全然)＋肯定表現」之意義用法、及之所以會有此種意義用法的原因做一闡述。第4章則調查除了「明示的比較形式」以外，還有什麼樣地語言形式容易和「ぜんぜん(全然)＋肯定表現」一同使用。再者，其容易和「ぜんぜん(全然)＋肯定表現」共起的理由也將詳加論述。最後，第5章將彙整本論文的結論及闡述今後的課題。

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本研究的主要目的在探討研究者所發展的「同儕回饋」作文教學模式對於高中生作文表現之影響。「同儕回饋模式」主要根據寫作認知歷程模式與社會互動模式，並結合同儕互評之相關研究為核心所建構而成。 本研究以新竹縣某國立高中二年級三個班級為研究對象，採準實驗研究設計中的不等組前後測設計，教學實驗共實施十一週。第一類組與第二類組的班級採取「同儕回饋」作文教學，第三類組的班級為「範文寫作」教學；其中「同儕回饋」作文教學包含「接受回饋」與「給予回饋」兩種實驗處理。 資料蒐集後進行統計分析，並以學生作品作為分析之參照，分別簡述如下： 1.以前測為共變項，將前測差異影響予以排除後，進行共變數分析，以了解自變項對依變項後測的影響。 2.根據受試者在教學實驗後所知覺到的作文表現情況進行回饋問卷調查，並對不同組別在各問題進行平均數差異檢定。 本研究之結果如下： 1.接受回饋與給予回饋組之整體作文表現的提升顯著優於範文寫作組，且給予回饋組在自我知覺「作文表現能力的提升」亦高於範文寫作組。 2.同儕回饋中接受回饋組與給予回饋組在整體作文表現的提升無顯著之差異。 3.以班級而言，第一類組同儕回饋在作文表現的提升是最為顯著。 4.以作文表現「組織結構」而言，第二類組學生對於「給予回饋」的提升效果是優於「接受回饋」實驗處理。 研究結果顯示，在高中階段的作文教學中應用「同儕回饋」模式對於學生作文表現有正面之影響，良好的同儕互動與有品質的同儕回饋意見將促使學生投入學習活動之中，進而提升在作文上的表現。 關鍵字：同儕回饋、範文寫作、作文表現 / The main purpose of this study was to explore the effects of the “peer feedback writing instruction model” developed by the researcher on the writing performance of senior high school students. This peer feedback model was constructed based on the cognitive processing writing model and the the social interaction model, and some peer evaluation theories. The teaching experiment lasted for eleven weeks, in which the quasi-experimental nonequivalent pretest-posttest theories were applied. Participants were juniors in three different classes of a national senior high school in Hsin-Chu County. Students in Class One and Class Two participated as the peer-feedback group, which was further divided into two subgroups: the feedback-receiving group and the feedback-giving group. Students in Class Three participated as the control group, which was also the model-essay group. Listed below were analyses of the experimental data with reference to students' writings: 1.In the experiment, the pretest was set as covariance. To investigate the influence of independent variable on the dependent variable(posttest) , one-way ANCOVA statistics was conducted after exclusion of pretest-difference. 2.After the teaching experiment, a feedback-questionnaire survey on how the participatns perceived their writing performance is carried out. One-way ANOVA is applied for every question among different groups. The results of the study were as follows: 1.Overall writing performance of students in the feedback-receiving and feeback-giving groups was significantly better than the model-essay group. For self-perception of the improvement in writing ability, the feedback-giving group also scored higher than the model-essay group. 2.In terms of improvement in overall writing performance, no significant difference was found between the feedback-receiving and feedback-giving groups. 3.Classwise, Class One benefited most from peer-feedback and hence made the most improvement in writing performance. 4.As far as structure organization in writing is concerned, Class Two students in the feedback-giving group performed better than students in the feedback-receiving group. The study results showed that the peer feedback model has a positive effect on the writing performance of senior high school students. Peer interaction and peer feedback of good quality stimulate students into learning, and hence improve their writing performance. keywords:peer feedback、writing with model essay、 writing performances

本研究在探討英語電子繪本教學對於國小學生在認字表現以及學習態度的影響。此研究以54位來自台中市四年級英語低成就的小學生為研究對象，他們分別來自7個不同的班級，這54位學生被分成實驗組跟對照組，兩組無論在數量、性別、背景以及認字表現上皆相似。實驗組實施電子繪本教學而對照組則實施紙本繪本教學，每週上課一次，經過16週的教學後，兩組皆進行認字表現測驗及施以英語學習態度問卷。蒐集測驗及問卷所得的資料以獨立樣本t檢定及相對樣本t檢定來進行統計分析，研究結果顯示實驗組及對照組在認字表現及學習態度皆有顯著差異，電子繪本組在認字表現測驗成績比紙本繪本組好，而且英語低成就學生在電子繪本教學後，學習態度有正向的改變。希望實驗的結果能幫助老師提升學生的認字能力並且廣泛推行英語電子繪本教學。最後，研究者根據實驗的結果，對未來研究方向提出一些建議。 / This study investigated the effects of the electronic storybook instruction on the word recognition performance of elementary school students. Additionally, the effects of the electronic storybook instruction on students’ English learning attitudes were explored. Fifty four fourth-grade underachievers selected from seven classes at an elementary school in Taichung City were the participants of this study. The participants were divided into two groups and they were matched based on the numbers, gender, background, and word recognition performance. The control group received picture book instruction, while the experimental group took electronic storybook instruction once a week. The Word Recognition Test and Learning Attitude Questionnaire were administered to both groups after the 16-week instruction. The data collected from pre-test, post-test, pre-questionnaire, and post-questionnaire were analyzed by an independent samples t test and a paired samples t test. The results showed there were significant differences between the two groups in their word recognition performance and English learning attitudes. The results presented that the underachievers receiving electronic storybook instruction performed significantly better than those who received picture book instruction on word recognition performance. Moreover, it was found that electronic storybook instruction positively changed the underachievers’ English learning attitudes. It is hoped that the findings will help teachers improve students’ word recognition ability and promote the widely adoption of electronic storybooks. Based on the findings of this study, some suggestions for the future research were offered at last.

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