清代詩話的重要著作，前人研究已多，其價值也已受到充分的了解與肯定。然而一些頗有價值的詩話，因少見而未受注意者，也所在多有，賀裳「戰酒園詩話」即屬此類。本論文之研究動機，即是認為這種有價值的著作，不應任其埋沒，因思對「戰酒園詩話」做一番整理與探討。 本論文以郭結虞所主編之「清詩話續編」中「載酒園詩話」為底本，加以討論。所使用之方法，不主一端。大致以歸納法、類比法、演繹法、分析法，綜合使用，以見其詩話之原貌，并盡量發掘顯明其微旨。 全文共分七章： 第一章：賀裳之傳略與載酒園詩話之體例。凡三節，敘述作者傳略，文學思想淵源，及載酒園詩話之體例。 第二章：載酒園詩話論詩之本質。凡四節，敘述詩話中討論詩之本質，及作詩之原則。 第三章：載酒園詩話論詩之創作。凡八節，敘述詩話中所揭示作詩之方法與技巧。 第四章：載酒園詩話論讀詩的問題。凡九節，敘述詩話中對於讀詩所可能產生之問題的討論。 第五章：載酒園詩話論各代詩說。凡七節，敘述詩話中對其他一些重要詩話的批評與意見。并歸納論述一部理想詩話所應具備之條件。 第六章：載酒園詩話之實際批評。凡三節，敘述唐詩宋詩之不同，并唐人詩作與宋人詩作之批評，及作者評詩之標準與方法等。 第七章：結語。凡二節，總論整部詩話之特色，并對作者評詩之得失，做一檢討。

本研究旨在探討韻尾類比訓練對國小六年級學生英文讀字能力、讀字態度之影響及其學習困難。研究分兩階段進行：第一階段為小規模之預試研究，第二階段則為正式實驗。預試研究後，研究者在教法、試題做修正改進，並經由了解學生之思考過程及學習困難後，再進一步設計更完整之訪談。 在正式實驗中，對象為桃園縣某國小二個六年級班級，並從二班各挑出25人做為實驗組及對照組。實驗組施以韻尾類比策略訓練，教材來源為學生二至五年級之教科書字彙以做為類比策略運用之基礎。對照組雖使用相同之教材，但教法則僅限於字母與音的對應關係。實驗時間為每週20分鐘(每週兩節英語之前10分鐘)，持續十週。兩組學生在教學前後各施以讀字測驗及唸讀英文字態度問卷調查，訓練後則二組各選6名做為訪談對象以進一步了解他們的學習困難。 結果發現，二組學生在讀字能力上並無顯著差別，但在讀字態度上只有實驗組有顯著正向改變。比較二組學習困難則發現對照組之困難較為複雜。此外，實驗組之低程度學生在接受類比訓練後，在讀字能力及讀字態度上相較於對照組之低程度學生有非常明顯之進步。 以上研究結果顯示，韻尾類比策略訓練可以提升國小六年級學生英文認字能力亦能正向改變學生之讀字態度，尤其對低程度學生更為有效。最後根據本研究之結果及學生之學習困難提出教學建議，供未來國小英語教師英文讀字教學時之參考。 / The purpose of this study is to explore the effects of rime analogy training on sixth graders with respect to their decoding skills, attitudinal changes towards reading English words, and perceived difficulties with word reading. The present study comprised 2 phases: the first being a small-scale pilot study, the second a formal study. The pilot functioned as a preparatory work for the formal study. In the pilot, the testing materials, instruments, and activities of the training were tested and revised to be more suitable for the formal study. From the students’ responses, the researcher obtained some insights about their thinking process and learning difficulties and this allowed for designing a more complete interview for the formal study. In the formal study, there was an experimental group and a control group, each comprised of 25 sixth graders from two classes in one elementary school in Tao Yuan county. The experimental group received rime analogy training. The teaching materials were selected from the participants’ textbooks word bank, from the second grade to the fifth grade, as a basis for making analogy. The control group was taught with the same materials but received phonics instruction that focused only on grapheme-phoneme correspondences rules. Both groups received two 10-minute training sessions a week for 10 weeks, and were administered the same pre-and post-test (generalization test) to assess decoding skills, and a pre-and post-training questionnaire on attitudes toward reading English words. After the training, six participants from each group were further interviewed to understand their thinking process and perceived difficulties. The findings are as follows. In terms of the decoding skills, the post generalization test showed that no significant statistical difference was found between the two groups. In light of the attitudinal changes, only within-group comparisons of the experimental group were significantly different. In view of perceived difficulties, the interviews revealed that the difficulties in the control group were more complicated than those in the experimental group. The most noteworthy finding is that the lowest-proficiency participants in the experimental group not only outperformed their counterparts in the control group in decoding skills, but also demonstrated far more positive attitudinal changes after the training. The findings provide supporting evidence for the value of rime analogy training in promoting students’ decoding abilities and positively changing students’ learning attitudes. The nature of students’ perceived difficulties is also discussed, in respect of which several pedagogical implications and suggestions for future studies are outlined.