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| Title: | PISA,PIRLS,NAEP閱讀素養測驗架構之應用研究
An Application Study on Reading Assessment Framework Among PISA, PIRLS and NAEP |
| Authors: | 蕭英全
Hsiao, Ying Chuan |
| Contributors: | 吳政達
郭昭佑
蕭英全
Hsiao, Ying Chuan |
| Keywords: | 閱讀素養
國中基測
九年一貫國語文課綱
內容分析
Reading Literacy
the Basic Competence Tests for Junior High School Students
Grade 1-9 Curriculum Guidelines of Mandarin
Content Analysis |
| Date: | 2012 |
| Issue Date: | 2013-07-11 18:23:12 (UTC+8) |
| Abstract: | 本研究旨在分析「國中基測國文科試題閱讀試題」與「PISA, PIRLS, NAEP等閱讀理解歷程概念」之關連，企盼能瞭解98年度至101年度基測國文科試題命題取向，以提供九年一貫國語文課綱、閱讀素養教學以及大型閱讀測驗命題建議。
本研究係採取文獻分析法及內容分析法。針對國中基測國文科試題進行閱讀理解歷程概念主次類目分類劃記，接著分析其分佈情形並探討其試題之差異性。
研究結果與發現如下：
一、各年度就主類目而言，以「統整」劃記數最多，其次為「解碼」、「檢索/擷取訊息」，劃記數最少的是「省思文本內容」。
二、各年度次類目的劃記數分布並不平均，其中以「4-2比較及對照文章訊息」、「1-3包含字義了解和語法分析兩個歷程，閱讀時須經過這兩種過程始能了解文意」、「2-1找出與閱讀目標有關的訊息、事實或支持的細節」呈現最多。
三、多項次類目於命題時被忽視，顯示試題分布極度不平均，集中於初、中階閱讀理解歷程概念。
四、「92國民中小學九年一貫課程綱要」和PISA,PIRLS,NAEP等閱讀素養測驗架構焦點不同。
伍、「基測國文試題」和PISA,PIRLS,NAEP等閱讀素養測驗架構焦點不同。
This study aims to analyze the correlation between “the Basic Competence Tests in Mandarin Reading for Junior High School Students (BCT)” and “Comprehension Processes among PISA, PIRLS and NAEP”, hoping to understand the index of the Basic Competence tests questions of Mandarin Reading for Junior High School Students from 2009 to 2012. The result can be used to provide suggestions for Taiwan’s Grade 1-9 Curriculum Guidelines of Mandarin, reading literacy education and the following examination questions of reading assessments in Taiwan.
Literature review and content analysis are adopted as the research processes in this study. “Comprehension Processes among PISA, PIRLS and NAEP” is used as content analysis category to categorize the index of the Mandarin Reading test questions of BCT, analyzing the distribution of each category and discussion the differences among the test questions.
The findings of the study are as follows:
1. When it comes to the numbers of major categories, “Integration” is ranked first, followed by “Decoding” and “Retrieving Information”. At the bottom is “Reflecting on and evaluating the content of a text”.
2. The numbers of minor categories are not equally distributed. Among all the minor categories, “4-2, Comparing and contrasting the information in the text”, “1-3, Understanding texts by acquiring the meanings of words and analyzing sentence structures” and “2-1, Finding out information, facts or supporting details related to reading texts” are on the top of the list.
3. Plenty of comprehension processes are ignored during question- formulation for reading tests. Basic and intermediate comprehension processes instead of higher ones are a lot more emphasized.
4. “2003 Grade 1-9 Curriculum Guidelines of Mandarin” and “Reading Assessment Framework Among PISA, PIRLS and NAEP” aim differently.
5. “The Basic Competence Tests in Mandarin Reading for Junior High School Students” and “Reading Assessment Framework Among PISA, PIRLS and NAEP” aim differently. |
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| Description: | 碩士
國立政治大學
學校行政碩士在職專班
99911010
101 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0099911010 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
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