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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/98707


    Title: 故事情緒面向與呈現方式對國小五年級學童在理解表現上之影響
    Other Titles: The Effects of the Emotional Orientation of Video Compact Disk (VCD) Story and Written Story on Reading Comprehension of Fifth Graders
    Authors: 莊宛儒;吳宜貞
    Keywords: 閱讀理解;情緒;訊息呈現
    Reading comprehension;Emotion;Information presentation
    Date: 2008-06
    Issue Date: 2016-07-04 11:53:51 (UTC+8)
    Abstract: 本研究以國小五?級學生為研究對象，以3（故事情緒面向：正向vs.中性vs.負向）×2（呈現方式：影音光碟vs.文字故事）×2（性別：男生vs.?生）之實驗設計探討故事情緒面向、呈現方式及性別在?解上之影響，重要結果?明如下：1.?同故事情緒影響學童的字面?解分?。接受正向情緒故事的學童在字面?解層次的問題上，表現得較接受負向及中性情緒故事的學童?得好。2.?同故事情緒影響學童的判斷?解分?。接受正向情緒故事的學童在判斷?解層次的問題上，表現得較接受負向及中性情緒故事的學童?得差。研究結果在故事情緒面向上所發現的結果雖然並?一致，但能肯定的是正向情緒對於學童在?解閱?材?詞?字面上的意義有積極性的影響；且負向情緒的故事有助於學童正確判斷故事人物的態?或感受。此結果也提醒教師在教學時，應盡?提供學生具有豐富情緒?激的教材，將會使學生在?解上有較佳的表現。
    This study used a 3 (positive vs. neutral vs. negative) × 2 (VCD story vs. written story) ×2 (male vs. female) experimental design to estimate the effects of information input and emotion on fifth grader’s comprehension performance. Six classes of fifth graders were selected from two public elementary schools in Kaohsiung city and were randomly assigned to one of the experimental conditions explored whether the participants correctly recall the information for VCD story and written story of different emotional orientation (positive， neutral， and negative). Students were randomly assigned to six experimental conditions by class. The data collected from the participants were analyzed statistically with a one-way ANOVA and a three-way MANOVA. According to the result of one-way ANOVA， no significant difference was found in Chinese language exam among the six classes: this result indicated that the reading ability among these six classes is equal. According to the result of three-way MANOVA， there was no significant interaction between information input， emotion and gender was found. With regard to the comprehension test， the main effect of information was not significant on the percent correct of the whole comprehension test. However， the main effect of emotion was significant on the percent correct of literal and critical comprehension; moreover， students receiving the positive emotional information had a better performance on the percent correct of literal comprehension， but students receiving the neutral and negative emotional information had a better performance on the percent correct of critical comprehension. According to the result， teachers and parents should choose teaching material with more emotional stimulus in order to improve students’ memory and comprehension.
    Relation: 教育與心理研究, 31(2),59-84
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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