| 摘要: | 長久以來台灣的教育基於升學文化的傳統壓力，強調學科考試，學生被迫只能死背知識，而新進課程改革的重點，希望學生經由閱讀理解能力，學習批判思考和解決問題的能力，面對瞬息萬變的世界，才能隨機應變，因此閱讀理解能力至為關鍵。 本研究旨在從腦波觀點探討國小四年級學生的閱讀理解能力，希望從學生個體角度出發，結合使用NeuroSky公司開發的腦波儀等科技，針對學生在閱讀和測驗時，腦波專注度與放鬆度變化情形，並配合學生學習背景和問卷等相關資料進行分析，以進一步探討國小四年級學生的閱讀理解能力議題。 為使研究能更嚴謹周延，也方便比較，本研究採用PIRLS國際測驗所使用的文本和理解測驗問題本為準，挑選故事體和說明文各一篇文章，分別為「敵人餡餅」和「太空漫步」，恰好符合語文和科學屬性。 研究樣本學生採便利性抽樣，以嘉義市某國小四年級20位學生為樣本，其中男生11人，女生9人，逐一測試對故事體和說明文等不同文體學習素材，閱讀、測驗時腦波專注度和放鬆度的變化情形，研究結果發現：一、腦波(含專注度、放鬆度等)反應，有一定模式和數值分佈。二、腦波受閱讀或測驗等不同的學習行為的影響較大，受閱讀不同文體的內容影響較小。三、比起閱讀，測驗能更有效維持長時間專注度不減弱。四、腦波專注度達一定數值後，就不是閱讀理解能力的關鍵。五、性別、智商等個人變項與腦波反應沒有相關性，但與閱讀理解測驗成績有顯著相關性；同一班級內，成熟度(生理年齡)則和腦波反應與成績皆沒有相關性。六、關於閱讀理解測驗成績(不分文體)與學生各科學期成績之相關性，皆以國語為最高，以數學為最低；其中，故事體與社會科成績之間有第二高的相關性；而說明文體則和自然科成績之間有第二高的相關性。
The importance of academic testing has been excessively emphasized for many decades in Taiwan due to its traditional credentialism in the education system, which demands students learning by mechanical memorizing knowledge. The recent curriculum reforms focus on helping students develop critical thinking skills and problem solving skills through improving their reading comprehension, in order to cope with today's rapidly changing world. In this regard, we think that reading comprehension is extremely crucial. This study aims to investigate the reading comprehension of fourth-grade students in an elementary school in Taiwan through studying brain waves. We conducted the research by monitoring individual students' brainwave activities when they were reading and taking tests, recording their ＂intensity of attention＂ and the level of ＂mental relaxation＂ with mobile electroencephalography(EEG) biosensor devices, such as MindWave and MindWave Mobile EEG headsets developed by NeuroSky technologies. In addition, we also analyzed and compared the fluctuations of brainwave activities along with the individual student's educational background variables and relating questionnaires, for furthering research on the issue of reading comprehension. This study adopts the reading comprehension passages and question sets from the Progress in International Reading Literacy Study (PIRLS), to make the study as rigorous and exhaustive as possible, as well as to draw a comparison between the two different types of passages and the results. One literary passage, ＂Enemy Pie＂ and one informational passage, ＂Spacewalking＂ were selected, which belonged to the subjects of language arts and science respectively. This study adopted convenience sampling to pick 20 students (11 boys, 9 girls) from one class with consents of their custodians in an elementary school in Chiayi City, Taiwan. Each student's fluctuations of brainwave activities regarding ＂intensity of attention＂ and the level of ＂mental relaxation＂ were monitored and recorded respectively when they were reading passages of different style, including literary, informational respectively. The study results reveal that: 1. There are certain patterns and numeric distributions in brainwave activities (including ＂intensity of attention＂ and the level of ＂mental relaxation＂).2. Fluctuations of brainwave activities are more closely correlated to different learning behaviors (e.g., reading or testing) than reading different types of passages.3. Compared with reading, taking tests sustains a student's attention for a longer time.4. Once the ＂intensity of attention＂ indicated by brainwave measure reaches a certain threshold, it will no longer be a crucial factor for reading comprehension.5. Individual variables, such as: gender, and intelligence quotient (IQ) are not correlated to changes of brainwave activities, but are significantly correlated to reading comprehension test scores. However, within the same class, different levels of maturity (chronological age) are not correlated to fluctuations of brainwave activities.6. Regarding the correlation between the reading comprehension test scores (of both the literary and informational passages) and the students' academic performance in different subjects, Mandarin has the highest correlation while mathematics shows the lowest correlation. Moreover, academic performance in social science has the second highest correlation with reading comprehension test scores of the literary passage, and academic performance in science has the second highest correlation with reading comprehension test scores of the informational passage. |
