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本研究主要的目的是在探討年級、性別、文章程度對兒童摘取大意能力 (包括摘取大意過程與成果) 的影響，並對兒童在摘取大意過程與成果各 項工作上的答錯情形作錯誤分析，以作為教學上的參考o 摘取大意過程是 指找出文章中重覆的訊息，辨認文章的主題句及刪掉文章中的不重要訊息 。摘取大意成果是指寫出文章的大意。研究對象來自台北市四所國小及台 北縣二所國小四、六年級學生共720人o 研究結果敘述如下：一、兒童摘 取文章大意的能力，因年級不同而有顯著差異o 年級愈高，愈能正確完成 摘取大意過程與成果各項工作o二、兒童摘取文章大意的能力，不因性別 不同而有顯著差異o三、在摘取大意過程與成果各項工作上，四、六年級 學生犯錯類型相似，皆是不能分辨文章的主題句與支持主題句的細節o四 、本研究四年級程度文章的刪掉不重要訊息題目位置的安排可能並不適當 ，造成題目難度出了問題，因此不能測出學生刪掉不重要訊息的能力o 但 由學生在六年級、國中程度文章題目的作答仍可反應出年級的差別o 。 依據研究結果，本研究提出對大意教學上及未來研究上的建議o

Software developers, maintainers, and testers rely on documentation to understandthe code they are working with. However, software documentation is perceivedas a waste of effort because it is usually outdated. How documentation evolvesthrough a set of releases may show whether there is any relationship between timeand quality. The results could help future developers and managers to improvethe quality of their documentation and decrease the time developers use to analyzecode. Previous studies showed that documentation used to be scarce and low inquality, thus, this research has investigated different variables to check if the qualityof the documentation changes over time. Therefore, we have created a tool thatwould extract and calculate the quality of the comments in code blocks, classes,and methods. The results have agreed with the previous studies. The quality of thedocumentation is affected to some extent through the releases, with a tendency todecrease.

本研究旨在探討國民中、小學生后設認知的發展及其與閱讀理解之關係，並進而驗證 后設認知的閱讀策略教學之有效性。期藉此研究發現，提供國民中、小學教師閱讀教 學及學習輔導之參考，俾提高教學之效果，並增益學習的效率。 為使研究結果具有代表性，本研究不惜動用大量經費、人力及時間，以從事調查研究 ，並進行教學實驗研究工作。 有關後設認知與閱讀理解之調查，取樣對象遍及台灣地區，分北、中、南三區，每一 地區隨機抽取四個縣市，每一縣市各隨機抽選一所國民中學和一所國民小學；研究對 象從國小三年級至國中三年級，每一年級再分層隨機抽選男生10位、女生10位。 有關教學實驗之研究，則選取高雄市一所國小和一所國中，由國小三年級至國中二年 級，每一年級分別組成一組實驗組和一組控制組，進行教學實驗。 本研究首先採用調查法，實地實施測驗並進行一對一的晤談錄音，搜集有關的資料， 再運用統計技術加以分析，比較不同年級、不同心理特質的男女學生後設認知之差異 情形，並探究不同後設認知能力的男女學生其閱讀理解的表現情形。其次，進行後設 認知的閱讀策略教學；實驗設計為實驗組、控制組前測後測設計。採用Palincsar 和 Brown(1984) 的「相互教學法」 (reciprical teaching)，選取適合各年級水準的閱 讀資料二十篇，進行包含了綜合閱讀策略與後設認知技能的四種活動；摘錄重點(su- mmarizing)、自我發問 (self-questioning) 、澄清疑慮(clarifying)、和預測後果 (predicting)。最後評量實驗結果，以驗證後設認知的可教性及其教學成效。 研究結果主要發現如下： 一、國民中、小學生後設認知的差異，隨年級、性別之不同而有差異： (一)國民中、小學生後設認知知識之差異，因年級、性別之不同在而有差異。年級方 面, 以國小六年級為最好，其次為國二和國三，而以國小三年級最差。性別方面，女 生

The purpose of this study is to describe from a didactic point of view how teachers work with reading aloud and reading comprehension strategies. This is based on the fact that if the teacher does not always involve reading strategies in reading that develop students' reading comprehension, it can lead to reading difficulties. At the end of third grade, a goal is also for pupils to have developed a basic reading comprehension. There is also a lack of research on Swedish reading education. In this study, the following questions are based:  What reading comprehension strategies does the reading aim to develop among pupils and how do teachers reason about their teaching?   Do teachers use a working material when they teach reading aloud, and how do teachers reflect on it?  The survey is based on observations and an interview and teachers' speech documents. The theoretical framework of the study builds Barbro Westlund's teori on reading aloud and reading comprehension strategies. The results of the survey show that the reading is a working method and reading comprehension strategies are included. Teachers need to discuss new word meaning and let pupils predict what the text will be about by looking at the title and the book's illustrations. The teacher should allow pupils to summarize and discuss questions that the text may have raised with the pupil. The pupils should also be involved by connecting the text to their own experiences and answering thought-developing questions. This can make it easier for the teacher to start reading on the basis of a work material that has a clear connection to reading comprehension strategies in order to be able to conduct a teaching where more pupils develop a basic reading comprehension at the end of year three.