本研究探討國小五年級學童學習自我解釋策略對科學文本理解的成效。本研究採二因子獨立樣本之準實驗設計，比較教學介入和理解能力高低對自我解釋和閱讀理解的影響。研究對象為五年級三個班級，分成三組進行六週的教學：實驗組採自我解釋策略教學，對照組採取文章結構和摘要教學，控制組則為書寫閱讀心得。研究結果發現實驗組不論高低閱讀能力者，在自我解釋策略的學習成效都顯著優於其他兩組。比較各組自我解釋類別的差異，也發現實驗組比其他兩組呈現較多高層次的自我解釋。

The purpose of this study was to explore the effect of self-explanation intervention for fifth graders on understanding of scientific text. A two-factor quasi- experimental design was adopted to compare the influence of intervention and comprehension ability on self-explanation protocols and reading comprehension. Participants were recruited from three intact classes and assigned to three instruction groups: self-explanation, summary and text structure, and reading reflection writing. The results showed that both high- and low-ability children in the experimental group outperformed their peers in the other two groups. They also generated more high-level self-explanations than the other groups.

自我解釋、理解策略、閱讀理解

self-explanation, comprehension strategy, reading comprehension