排版模式對文言文閱讀之影響

Abstract

文言文具有一字多義、言簡意賅的特性，閱讀時需要在有限容量的工作記憶區中辨識字詞、理解意義，並且整合前後訊息，推論文句翻譯，易產生較重的認知負荷。因此，研究者希望透過適當的教材編排，降低閱讀時的認知負荷，並助於學習。本研究以認知負荷理論、多媒體學習理論及視覺搜尋理論為基礎，設計三種排版模式，欲探討排版模式對學生的「認知負荷感受」及「學習成效」之影響及教師與學生的認知負荷感受間之差異。 研究對象為新竹市立某國民中學八年級三個班，共七十三名學生，採準實驗對抗平衡設計，自變項為「排版模式」，而依變項為「認知負荷感受」與「學習成效」。研究結果顯示：一、排版模式影響學生的認知負荷感受，在閱讀意願及理解程度有顯著差異，顯示當學生閱讀意願高，認為自己的理解程度也高。二、文言文的難易度影響學生對排版模式的認知負荷感受。三、排版模式對於學生學習文言文的學習成效影響，並無顯著差異。四、學習成效與認知負荷感受間存在相關性。五、排版模式影響教師的認知負荷感受，在閱讀意願有顯著差異；投入努力則無顯著差異，推論排版模式對專家為了深入瞭解文章所需投入的努力影響較小。六、教師與學生之間對於排版模式的認知負荷感受部分相符，整體而言比較偏好L模式。

Classic Chinese has the characteristics of polysemy and concise comprehension. When reading Chinese, readers within a limited working memory are required to recognize words and expressions, comprehend their meanings, integrate messages carried out between paragraphs, and deduce translations, all of which as a result, are more likely led to heavier cognitive loadings.Thus this research aim to alleviate the cognitive loadings for Chinese readers and furthermore, help them improve their study by arranging more appropriate teaching materials.This research is based on Cognitive Load Theory, Multimedia Learning Theory, and Visual Search Theory. Three layouts are designed and what will be further discussed in the following are the influences of the layouts on students’ learning effects, their perception of cognitive loadings, as well as the differences of cognitive loadings between teachers and students. There were 73 participants from three classes of a junior high school in Hsinchu County. Based on a counterbalanced experimental design, the independent variables were “layout designs”, and the dependent variables were “perception of cognitive load” and “learning effect”. The results of this research are as the following: First, layout designs influence students’ perception of cognitive load, especially in their motivation in reading and comprehension. Students with stronger motivation in reading regard themselves with better comprehension. Secondly, the layout designs of Classic Chinese have no prominent influences on students’ learning effects. Thirdly, the degree of difficulty of Classic Chinese influence students' perception of cognitive load.Fourth, the learning performance is relevant to cognitive loading. Finally, the layout designs influence teachers’ perception of cognitive load. The effects are same with students’. Both of them prefer L mode. However, the layout designs almost make no influence on making efforts. Supposedly, layout designs don’t influence experts to comprehend texts.