本研究旨在探討運用合作式數位閱讀標註系統輔助文言文閱讀學習，是否有助於提昇高中生文言文閱讀理解成效與文言文學習動機；以及瞭解在合作式數位閱讀標註系統輔助文言文學習模式下，不同標註能力之高中生的文言文閱讀理解成效差異；以及閱讀標註行為與閱讀理解成效之間是否具有相關性。研究結果歸納如下：
一、採用合作式數位閱讀標註學習系統或者傳統紙本閱讀標註進行文言文閱讀學習，具有相同的學習成效。
二、合作式數位閱讀標註系統對於提昇實驗組學習者不同認知層次的閱讀理解上，優於對照組學習者採用的傳統紙本閱讀標註。
三、運用合作式數位閱讀標註系統進行文言文閱讀學習，在提昇整體文言文閱讀動機、文言文閱讀社會，以及降低文言文閱讀逃避上，顯著優於傳統紙本閱讀標註學習。
四、採用合作式數位閱讀標註系統進行文言文閱讀學習，可以顯著提昇學習者的文言文閱讀效能、文言文閱讀投入與文言文閱讀社會。
五、實驗組不同標註能力學習者的文言文閱讀理解成效並不具顯著差異。
六、實驗組學習者的閱讀標註行為與文言文閱讀理解成效不具有顯著相關。
七、多數文言文學習者使用最頻繁的是釋譯類型的標註，也認為釋譯類型標註最有助於提昇文言文的文意理解。
八、高中生學習抒情類文言文時需要較多元的閱讀策略。
九、文言文閱讀動機高組學生與標註能力最高者對於合作式數位閱讀標註系統的接受度比較高。
最後依據研究結果提出具體建議，供學校國文教師進行文言文教學與未來研究方向之參考。
關鍵字：閱讀標註、國文教學、文言文、閱讀理解、閱讀動機 / Abstract
This study aims at exploring if the utilization of Knowledge-based Annotation Learning System in assisting the reading comprehension of Literary Chinese can upgrade the achievements of Literary Chinese reading comprehension as well as Literary Chinese learning motiviation of senior high school students. Under the mode of Knowledge-based Annotation Learning System assisting Literary Chinese learning, the achievement difference of Literary Chinese reading comprehension for senior high school students with different annotation abilities as well as if there is any correlation between the annotation behavior in reading and the achivements of reading comprehension were also explored. The results of the study are listed as below:
1.Adopting Knowledge-based Annotation Learning System or tradtional paper-based reading annotation results in the same achievements in Literary Chinese reading comprehension.
2.In the respect of upgrading the reading comprehension of different cognition levels, the learners in experimental group who utilize Knowledge-based Annotation Learning System have achieved better results than those in the control group who adopt traditional paper-based reading annotation.
3.Utilizing Knowledge-based Annotation Learning System in Literary Chinese reading comprehension shows significant advantages than traditional paper-based reading annotation in the respects of upgrading overall Literary Chinese Reading Motivation, Literary Chinese Reading Society and reduction of Literary Chinese Reading Work Avoidance.
4.Adoption of Knowledge-based Annotation Learning System in Literary Chinese reading comprehension can significantly upgrade the Reading Efficacy, Reading Involvement and Reading Society of Literary Chinese.
5.Learners with different Annotation Abilities in the experimental group have no significant difference in the achivements of Literary Chinese reading comprehension.
6.There are no significant relationships between the annotation behavior in reading and the achievements of reading comprehension for learners in the experimental group.
7.For most Literary Chinese learners, the most frequently used type of annotation is Interpretation Type. They also deem that it is most helpful to upgrading the comprehension of the Literary Chinese.
8.Senior high school students need multiple reading strategites in learning lyric Literary Chinese.
9.The learners with high motivation in reading Literary Chinese and high Annotation Ability are more acceptable to the Knowledge-based Annotation Learning System.
Finally, suggestions were put forward as references for Literary Chinese teaching and future researches.
Keywords: Reading annotation, Chinese teaching, Literary Chinese, Reading comprehension, Reading motivation
| Identifer | oai:union.ndltd.org:CHENGCHI/G0999130071 |
| Creators | 林雅婷, Lin, Ya Ting |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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