A correlative study of elementary school children's ability to summarize texts and their learning achievements

• Main Author: 洪裕欣
• Other Authors: 張煌熙
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/59596496209459302286

碩士 === 臺北市立教育大學 === 課程與教學研究所碩士班 === 97 === “Strategy of summarizing texts” is an important goal of elementary school curriculum but many researchers have pointed out that elementary school children’s ability to summarize texts still needs to be cultivated. This thesis is based on an action research by examining the relationship between elementary school children’s ability to summarize texts and their learning achievement. The subject of the study involves 177 children who were fifth and sixth graders of an elementary school in Taipei. Children’s ability to summarize texts was rated by three quality indicators: number of words, number of points and structure of the articles. Taking into consideration the effects of gender, grade and reading attitude on children’s ability to summarize texts, the data were analyzed both quantitatively and qualitatively, and the results are as follows: 1. Teacher should pay more attention to teach summarizing texts. 2. The way of teaching summarizing texts should be improved. The method of teaching strategies of summarizing texts and evaluation steps should be more specific. 3. About 30% of children showed good ability of summarizing texts, 50% were in the middle range and 20% had to be upgraded. 4. Gender had no obvious effects on children’s ability to summarize texts. 5. Sixth graders had better ability of summarizing texts than fifth graders. 6. There is no difference on children’s ability to summarize texts between different reading groups. It’s essential to raise children’s ability to summarize texts through teaching and practice. 7. Excluding the affection of IQ, children’s ability to summarize texts had middle correlation with learning achievements. Therefore, children’s ability to summarize texts had substantial effects on their learning achievements. 8. Higher reading attitude accompanied better learning achievements.