| Summary: | 碩士 === 國立臺東大學 === 進修部語文教育碩學位在職專(暑) === 98 === Abstract
The study hopes to develop a evaluation test for Chinese measuring terms comprehension, through the discussion of the relation between comprehension of Chinese measuring terms, reading and Chinese course evaluation grades amongst elementary school students, in order to become a selecting tool of students with reading comprehension difficulties or low accomplishment in reading. The researcher first compiled two versions of Chinese measuring terms evaluation tests, for 1st to 3rd graders and 4th to 6th graders, respectively. The former contains individual, collective, partial, standard, temporary, volume and semi-measuring terms; the latter includes collective, partial, standard, semi-measuring terms, and motion measuring terms. The subject of the research are 1,766 elementary students from 1st to 6th grade in the northern, central, southern, and eastern areas of Taiwan, giving all test subjects the Chinese measuring terms evaluation test as well as the reading difficulties selection test, further analysing the performance of different grades for different Chinese measuring term types, in order to discuss the relation and prediction of different Chinese measuring term types and Chinese course evaluation scores and Chinese reading comprehension. The main findings of this research are as follows:
A. The two versions of Chinese measuring terms evaluation tests show significant inner consistence credibility and effectiveness relativity.
B. On different measuring terms development amongst different grades, that of 1st and 3rd graders show significant level on all types, but of 2nd and 3rd graders only collective, partial and temporary have reached the significant level, as for 1st and 2nd graders, show significant level on all types besides of partials.
C. Amongst 4th and 5th graders, all type of measuring terms besides of partials have reached significant level, and amongst 5th and 6th graders only collective measuring terms achieved significant level; 4th and 6th graders have collective, standard and semi-measuring terms reaching significant level.
D. Students of different grades have shown significant relativity of performance between different measuring terms and Chinese evaluation test scores, amongst them reading comprehension and Chinese measuring terms comprehension have a higher relativity than Chinese evaluation test scores.
E. From gradual return analysis of all grades, it is shown that standard measuring terms have shown significant prediction for all grades
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