合作學習相關閱讀教學模式成效統合：後設分析結果間一致性探討

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(1)83. ഏ‫م‬ਙएՕᖂψඒߛፖ֨෻ઔߒω 2014 ‫ ڣ‬12 ִΔ37 ࠴ 4 ཚΔ଄ 83-111 DOIʳ 10.3966/102498852014123704004. Ъүጯ௫࠹ᙯዦ᝝ିጯሀёјड़௚ЪĈ ‫ޢ‬న̶‫ژ‬ඕ‫ڍ‬ม˘࡭ّଣ੅ ᖴ຾ܱ*. ᄢ! ौ. ‫ء‬ઔߒ‫ؾ‬ऱ‫شࠌڇ‬৵๻։࣫‫א‬อ‫ٽ‬ഏփ‫܂ٽ‬ᖂ฾ઌᣂᔹᦰඒᖂઔߒΔᆖኙᅃ ഏփΕ؆ઌ‫׌ۿ‬ᠲհઔߒอ‫֮ٽ‬᣸ΔԱᇞ࢖‫ڇژڼ‬ऱԫીࢨլԫીࢤΔ੡ઔߒ࿨࣠ ༼ࠎ‫ޓ‬᡹ࡳऱፋᚹࢨ೴ܑய৫Δۖઔߒृ‫א‬ᑇଡᣂ᝶‫ڗ‬༉ഏփᇷற஄ၞ۩ᛀ౉Δᆖ ኙᅃ౏Եፖඈೈᄷঞ৵Δ༉93ᒧ֮᣸ၞ۩ಛஒᒳᒘፖ৵๻։࣫Ζᖞ᧯ۖߢΔ։࣫࿨ ࣠֗ઌᣂ֮᣸ऱኙᅃΔ᧩‫ڼق‬ඒᖂᑓ‫ڤ‬ኙ࣍ᔹᦰ෻ᇞऱ‫࢏֗ܛم‬ᰳ‫ګ‬யՕીࠠ‫ڶ‬տ ࣍՛۟խ࿛࿓৫ऱඒᖂ‫ګ‬யΔࠡխΔ‫ٌא‬յඒᖂ‫ٵ‬ழࠠ‫ڶ‬ለ᡹ࡳऱઔߒᢞᖕ֭਍Δ ۖ‫ڇ‬ᓳᆏ‫ైڂ‬൶ಘֱ૿Δ‫ء‬ઔߒ࿇෼ࠟิၴছྒྷ।෼஁ฆீ‫إ‬ፖ‫ܡ‬ਢᐙ᥼࢖‫ڼ‬อ‫ٽ‬ ࿨࣠լԫીऱᣂ᝶Ζ່৵Δઔߒृ֮࣍‫נ༼أ‬༓រ৬ᤜࠎ‫ࠐآ‬ኔ೭ՠ‫ृ܂‬Εઔߒृ ೶‫ە‬Ζ. ᜰᗤຠȈ Ҭϕ௲ᏢǵӝբᏢಞǵࡕ೛ϩ‫݋‬ǵ᎙᠐౛ှ. *. ᖴ຾ܱǺ୯ৎ௲‫زࣴػ‬ଣෳᡍϷຑໆύЈୋࣴ‫ز‬঩ ႝηແҹǺ[email protected] ԏҹВයǺ2014.03.17ǹঅ‫ׯ‬ВයǺ2014.08.18ǹௗ‫ڙ‬ВයǺ2014.09.16.

(2) 84. Journal of Education & Psychology December, 2014, Vol. 37 No. 4, pp. 83-111. A Meta-Analysis of the Effect of Cooperative Model of Reading: Does the Taiwan Result Falsify or Verify Previous Findings? Jin-Chang Hsieh*. $EVWUDFW. Reading instruction has evolved into more interactional and active forms in recent decades, and past evidences from meta-analyses showed that students comprehend more in reading when they learn together than when they learn alone. But some conflicting results across different meta analyses regarding the same theme were sometimes ignored, and this may also lead to be overconfident on the effect of instruction. The first goal of this study is to meta-analyze the effect of cooperative model of reading from Taiwan articles. The second goal is to compare the results derived from this study to findings from other previous relevant review studies. The procedure through this research was undertaken via systematic review. After few keywords were made in searching Taiwan database, 93 articles were finally coded and meta-analyzed on the basis of five inclusion and exclusion rules. Overall speaking, an average effect size between lower and medium level was explored in my studies. Furthermore, moderator analysis showed quality of studies or adjusted for pretest difference or not may have impact on the inconsistency between past meta analyses and *. Jin-Chang Hsieh: Associate Researcher, Research Center for Testing and Assessment, National Academy for Educational Research E-mail: [email protected]. Manuscript received: 2014.03.17; Revised: 2014.08.18; Accepted: 2014.09.16.

(3) 85. this study. Finally, some suggestion and implication were proposed for future usage.. .H\ZRUGV reciprocal instruction, cooperative learning, meta analysis, reading comprehension.

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(24) 106! ௲‫ػ‬ᆶЈ౛ࣴ‫ !ز‬37 ‫ ڔ‬4 ය. ᐙ᥼ԺΔ࿨࣠᧩‫ق‬ឈྥ‫܂ٽ‬ᖂ฾࿜ฃ࠷. ઔߒࡉDavisΰ2010αऱઔߒ݁ԫી࿇. ‫ڶࠠٻ‬ለՕ࢏ᰳඒᖂ‫ګ‬யΔ‫ࠡ܀‬ฆᔆࢤ. ෼ઔߒ঴ᔆࢨਢิၴছྒྷ஁ฆீ‫إ‬ፖ‫ܡ‬. Ոೣ೏Δᖞ᧯ۖߢΔ‫ٌא‬յඒᖂ‫ٵ‬ழࠠ. ᄎኙઔߒอ‫ڶ۾ٽ‬ԫࡳᐙ᥼ԺΔ‫܀‬༉‫ڼ‬. ‫ڶ‬ለ᡹ࡳऱ‫࢏֗ܛم‬ᰳઔߒอ‫ٽ‬ᢞᖕ֭. ኙᅃഏփઌᣂ৵๻։࣫ઔߒΔ‫ױ‬࿇෼Օ. ਍Ζ. ‫ڍ‬ᑇઔߒृኙ࣍ய࣠ၦऱૠጩս‫࢙ڍ‬ฃ. Πȃ࡚ដ. อૠீ‫إ‬ΰ‫ࢨލ‬ਢ‫ە‬ၦছΕ৵ྒྷઌᣂএ ᑇαຝ։Δۖ‫ڼ‬ᜰ࢓࢓ᄎฃპᘉ࿾ઌᣂ. ‫ء‬ઔߒ༉ኔ೭ංᐖ֗‫ࠐآ‬৵๻։. ऱอ‫ٽ‬࿨࣠Δ‫ڼڂ‬Δ৬ᤜ‫ࠐآ‬ઔߒृ‫ױ‬. ࣫ઔߒᐋ‫ڻ‬ၞ۩ᎅࣔΔࠡխΔ༉ছृۖ. ‫ە‬ᐞല‫ڼ‬រ౏Ե։࣫‫ە‬ၦΖࠡխΔኙ࣍. ߢΔ‫࣍ط‬ԼԲ‫ڣ‬ഏඒऱං۩Δഏփլᓵ. ছΕ৵ྒྷઌᣂএᑇ‫ەױ‬ၦൕ֮᣸ࠡ‫ה‬ಛ. ਢඒߛຝࢨࠡ‫ה‬ᗼؑઌᣂ૤ຂ໢‫ۯ‬ኙ࣍. ஒΰ‫ڕ‬ছΕ৵ྒྷᑑᄷ஁Εၞ‫ޡ‬։ᑇᑑᄷ. ։ิ‫܂ٽ‬ᖂ฾Εᖂ฾٥‫ࢨ᧯ٵ‬ᔹᦰઌᣂ. ஁࿛αࠐၞ۩ૠጩࢨਢ௅ᖕመ࢓֮᣸Ε. ऱᓰ֮‫ۯء‬ᔹᦰ෻ᇞඒᖂ࿛‫ڶ‬யඒᖂᄗ. ࠡ‫ה‬ઔߒࢬ༼ࠎᑇଖऴ൷ၞ۩ᇖ༺. ࢚ංᐖ֗ኔ೭ᖙ‫܂‬Δઃਢլᙊ塒ԺΔૉ. ΰimputationαऱ೯‫܂‬Δۖઌᣂ೶‫֮ە‬. ኙᅃ‫ء‬ઔߒอ‫ٽ‬ᢞᖕΔՈਢՕી֭਍‫ڼ‬. ᣸ ‫ ڕ‬Borenstein ΰ 2009 αΕ Cortina ፖ. ֱ‫ٻ‬Δ‫ڇ܀‬าຝᖙ‫૿ֱ܂‬Δথ‫ؘ‬ႊ‫ڶ‬ԫ. Nouri ΰ 2000 αΕ Morris ፖ DeShon. ࡳऱ᠖堚Δࠏ‫ڕ‬Κᢞᖕႛ᧩‫ڼق‬ඒᖂ࠷. ΰ2002αΕWWCΰ2011α࿛Δઃ‫ڶ‬ಾ. ‫࣍ٻ‬ഏխΕ՛ᖂၸ੄ऱ᡹ࡳඒᖂ‫ګ‬யΔ. ኙ‫ٻ૿ڼ‬ၞ۩ለᇡาऱᎅࣔፖ๵ቤΔਢ. ࠀ‫ߩךࠎ༼آ‬ऱ೏խ៭ၸ੄ᢞᖕΔࡸৱ. ଖ൓ഏփ৵๻։࣫ઔߒृ೶‫ە‬ፖଗᢴΖ. ‫ڍޓ‬ઔߒ۸ᢞΙඒᖂृլᓵਢઔߒृࢨ ਢഗᐋኔ೭ඒஃΔ‫׽‬૞ຘመઌᣂवᢝΕ ᄗ࢚ႚᎠፖ‫ݾ‬౨ᖙ‫܂‬Δઃ౨‫ڼشܓ‬ඒᖂ ࠷‫ٻ‬࿇ཀԫࡳඒᖂ‫ګ‬யΙٌյඒᖂਢለ ‫܂ٽ‬ᖂ฾࿜ฃ࠷‫ޓٻ‬ൎᓳᖂ‫س‬ኙ࣍ᔹᦰ ࿜ฃऱᗑ‫م‬ᖙ‫܂‬౨ԺΔឈྥΔᢞᖕ᧩‫ق‬ ‫່ڶࠠآࠀٻ࠷ڼ‬Օऱඒᖂ‫ګ‬யΔ‫܀‬থ ਢࠠ‫ڶ‬ઌኙ᡹ࡳऱ‫ܛم‬Ε࢏ᰳઔߒᢞᖕ ֭਍Δ᧩‫ق‬ᖂ‫س‬ኙ࣍ᔹᦰ࿜ฃऱ฾൓ ΰ‫ڕ‬ቃྒྷΕ༼ംΕኴ૞֗ᑢ堚࿛αਢଖ ൓ኔ೭ऱංᐖΖ ኙ࣍‫ࠐآ‬৵๻։࣫ઔߒᐋ‫ڻ‬Δ‫ء‬. ୤ՃМᝦ ‫ֵ׆‬ዊΕᇀࡵ঍ΰ2006αΖ୽ωᏰ็ϛМᎧ ᠞౩၌กᡛΖፕ‫ؑק‬Κ֨෻Ζ μWang, M. J., & Dong, Y. L. (2006). Chinese reading comprehension test for elementary school students. Taipei, Taiwan: Psychological.ν. ‫ܦ‬ඕۖΰ1989αΖ‫็ڋ‬Ꭷ᠞౩၌૖ΨϷ‫ݙ‬Ζ ፕ‫ؑק‬Κഏ‫ا‬ᖂீඒஃઔ฾ᄎΖ μWu, R. (1989). Analysis of children’s reading comprehension ability. Taipei, Taiwan: Taiwan Provincial Institute for Elementary School Teachers Inservice Education.ν. ‫ܦ‬ᑥፚΰ2010αΖၼҢҺϣఀᏰ‫୽໌ߴݲ‬ω.

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