| Summary: | 碩士 === 國立臺南大學 === 國民教育研究所（83~93.7.31) === 90 === The purpose of this study is to describe the characteristics of elementary students’ thematic interpretations, and to discuss if differences in elementary students’ thematic interpretations are due to genre, and to explore the effects of literature discussion program on elementary students’ thematic interpretations. The researcher designed the literature discussion program and a Record Form of Thematic Interpretation, and 33 third graders and 38 fifth graders participated in the study. After completing the literature discussion program, the researcher interviewed eight students (four for well-performed students, and four for badly-performed students) selected from each class. The purpose of the interview was to further explore the reasons that caused the differences between the well-performed students and the badly-performed students. The results from this study are as follows:
1.The characteristics of elementary students’ thematic interpretation
(1) Third graders: Half of the third graders can use their own words to interpret adequate theme that is congruent with the story, and they can also select the adult-constructed thematic interpretation.
(2) Fifth graders: Most of the fifth graders can use their own words to interpret adequate theme that is congruent with the story, and they can also select the adult-constructed thematic interpretation.
2.The differences of elementary students’ characteristics of thematic interpretation in the genres of literary works
(1) Third graders: The differences of the third graders’ characteristics of thematic interpretations reflect on abstractness, intertextuality, and literary elements.
(2) Fifth graders: The differences of the fifth graders’ characteristics of thematic interpretations reflect on congruence, abstractness, elaborateness, intertextuality, literary elements, and consistency with Adult’s Interpretation.
3.The effectiveness of the literature discussion program
After completing the literature discussion program, both the third and fifth graders’ interpretations to the theme were significantly different.
4.The interview analysis
(1) Third graders
a. The well-performed students are easier to seize themes than the badly-performed students.
b. The well-performed students like theme in stories more than the badly-performed students.
c. The well-performed students are more active in discussion than the badly-performed students.
d. When they are discussing, the well-performed students have better expressive ability than the badly-performed students.
(2) Fifth graders
a. The well-performed students are easier to seize themes than the badly-performed students.
b. The well-performed students like theme in stories more than the badly-performed students.
c. The well-performed students are more enthusiastic in discussion than the badly-performed students.
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