第五章 研究結論與建議
第二節 研究限制與未來方向
一、 以國中生為對象，並納入控制組以比較教學成效
本研究對象為立意取樣國小五、六年級學生，雖然已具備基本的電腦技能但從使用 電子註記工具的情形發現，五年級學生的電腦打字能力尚未純熟，需要花較多時間適應 系統操作。因此未來可以國中生為對象並增加控制組，降低因個人能力所帶來的干擾，
以及透過控制組更清楚對照教學成效。
二、 本研究閱讀素材為模擬線上瀏覽型態而設計，可作為未來研究之參考
本研究的閱讀素材是以模擬讀者進行線上閱讀的實際情形而設計，意即「同一主題 有輔文章搭配輔文章」的組合。具體來說，是指學生在一封閉網站內閱讀主文章時，以 輔文章作為主文章的「外部連結」，如同讀者瀏覽網頁時使用超連結與切換視窗的閱讀 型態。故此閱讀素材的安排與配置除了可作為未來建置開放性網站的參考外，更能進一 步分析學生的「跨文章」閱讀理解表現與策略性行為(如：搜尋)。
三、 藉由科學閱讀搭配實驗教學，進一步探討科學閱讀表現
本研究考量小學生的科學領域範疇，因此採用較貼近實際生活的地球科學為閱讀素 材，但忽略了科學強調的「從做中學」，後續研究可嘗試設計物理、化學主題的閱讀策 略教學課程，並結合實驗操作與文本閱讀，增加課程的有趣性與促進科學閱讀理解。
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附錄一
閱讀素材範例：地震主文章《地震知不知地震知不知？》
附錄二
短文二
7 .下面有關光合作用的敘述，哪一項是正確的？
附錄三
附錄四