第六章 結論、建議與未來研究方向
第三節 未來研究方向
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母與教師也可以在載具上觀察兒童的學習狀況，給予適當的幫助。因此，本研 究建議父母與教師可應用合作閱讀標註系統輔助兒童閱讀，為兒童提供愉快的 閱讀情境，以利培養兒童的閱讀習慣與能力，並且讓兒童養成主動閱讀的習 慣。
二、 進行合作閱讀標註系統使用推廣
目前，應用合作閱讀標註系統融入閱讀教學的應用模式仍不普及，而應用 合作閱讀標註系統輔助閱讀學習能有效提升兒童閱讀理解成效、閱讀動機以及 興趣。因此本研究建議兒童閱讀相關單位應進行合作閱讀標註系統之推廣。例 如圖書館若能將電子館藏與合作閱讀標註系統整合，一方面可培養兒童的閱讀 習慣與能力，另一方面，也可以促使兒童更加頻繁的使用圖書館的館藏，進而 培養兒童使用圖書館館藏的習慣與能力。
第三節 未來研究方向
一、 閱讀理解成效形成性評量預測模型的修正
本研究之閱讀理解成效形成性評量預測模型主要係以小學生之標註行為做 為資料來源，對於國中以及高中生等其他學習者，其預測成效可能會不準確。因 此未來可以收集其他年齡層學習者之標註行為，並且納入其他因素，包括個人 背景及使用系統與進行討論的時間長短，建立一個可預測不同閱讀學習對象的閱 讀理解成效形成性評量預測模型。
二、 延長實驗時間深入探討 CRAS-FAFM 對學習者的影響
本研究因時間限制無法進行長時間的實驗，但學習者的閱讀能力與習慣需 要長期的培養，因此未來可以延長實驗時間，深入探討 CRAS-FAFM 對學習者
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閱讀理解成效、團體凝聚力、標註行為與互動討論層次的影響。
三、 發展可推薦適當教材與學習路徑的機制
本研究實驗期間主要以單一閱讀文本供學習者進行閱讀學習，未來可以整 合多個閱讀文本，依照閱讀理解成效形成性評量預測模型預測出的閱讀理解成 效高低，發展可推薦適當的教材與學習路徑給學習者的機制，以培養學習者的 閱讀興趣，讓學習者做更適當的學習，並且探討其對於閱讀理解成效提升是否具 有助益。
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【附錄一】團體藏圖測驗
簡單圖形
（一） （二） （三）
（四） （五） （六）
（七） （八）
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本測驗是在測量你從複雜圖形中，找出隱藏在其內的簡單圖形之能力。
下面是一個簡單圖形，我們稱它為「甲」
「甲」 這個簡單圓形，隱藏在下面這個複雜圖形之內：
請在複雜圖形之內，找出「甲」這個簡單圖形，
並用鉛筆把它描出來。要注意到複雜圖形內所隱 含的簡單圖形，必須與它單獨出現時的大小、比 例和方向完全相同。右圖所描出來的圖形，即為 正確的答案。要注意到右邊頂端的那個三角形才 是正確的答案。雖然左邊在大小和比例上完全一 樣，不過它的方向剛好相反，所以不是正確的答 案。
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現在讓我們來做另一個練習題。請從下面那個複雜圖形中，或出「乙」這 個簡單圖形來，並用鉛筆把它描出來。
乙
簡單圖形 複雜圖形
答案：
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注意事項
從下頁開始有三個測驗，測驗中的每一題皆隱藏著一個如上
頁的簡單圖形，請你在以下測驗中用筆描繪出簡單圖形，並寫上簡 單圖形的代號。作答時可以翻到前面去對照看看每一題所要找出的 是哪種簡單圖形。
請注意下列各點：
1. 只要你覺得需要，隨時可以翻到簡單圖形這一頁去查看簡單圖形。
2. 如果描繪錯誤，請用橡皮擦拭乾淨。
3. 按照題號的順序作答，除非你實在不會作答，否則不要跳過任何 一題。
4. 每一題只描出一個簡單圖形，有的題目你可能可以找出兩個以上 的答案，但只要找出其中一個即可。
5. 複雜圖形內所隱藏的簡單圖形，在大小、比例和方向上均與封面 的簡單圖形完全一樣。
現在開始作答第一部分：
‧ 國
立 政 治 大 學
‧
N a tio na
l C h engchi U ni ve rs it y
114
測驗一
作答時間2 分鐘
找出簡單圖形（二） 找出簡單圖形（七）
找出簡單圖形（四） 找出簡單圖形（五）
找出簡單圖形（四） 找出簡單圖形（五）