本論文主旨在探討「電子繪本對詞彙學習與閱讀理解影響之研究」，經由綜合文獻探討，以準實驗之不等距組設計，針對國小一年級三個班級的學童進行不同形式的電子繪本閱讀活動，實驗活動總共八週，學童每一週閱讀一本電子繪本，並進行該繪本的詞彙學習，研究者分別對學童進行繪本詞彙前測、後測和閱讀理解測驗，以了解閱讀不同形式電子繪本對學童在詞彙學習和閱讀理解的影響是否有差異。 透過實際實驗過程，本論文獲得下列結論：1. 不同的電子繪本形式對國小一年級學童詞彙學習成效有所影響，以採用靜態式電子繪本閱讀的學童表現優於採用動畫式電子繪本的學童。2.不同的電子繪本形式對國小一年級學童閱讀理解之字義理解成效有所影響，以同時採用靜態式電子繪本和動畫式電子繪本的表現最佳，學習狀況最穩定。3.不同的電子繪本形式對國小一年級學童閱讀理解之統整能力成效有所影響，以同時採用靜態式電子繪本和動畫式電子繪本的表現最佳，學習狀況最穩定。4.不同的電子繪本形式對國小一年級學童閱讀理解之摘要能力成效有所影響，以同時採用靜態式電子繪本和動畫式電子繪本的表現最佳，但學習狀況最不穩定，採用靜態式電子繪本的表現略低，但穩定性最佳。5.不同的電子繪本形式對國小一年級學童閱讀理解之引申能力成效有所影響，以同時採用靜態式電子繪本和動畫式電子繪本的表現最佳，學習狀況最穩定。6.整體閱讀理解能力而言，以同時採用靜態式電子繪本和動畫式電子繪本在閱讀理解方面的表現最佳，學習狀況最穩定，採用動畫式電子繪本次之，採用靜態式電子繪本第三。 The purpose of the thesis focuses on “The Influence of Electronic Picture Books on Vocabulary Learning and Reading Comprehension”. By conferring comprehensive documents and using the pretest-posttest nonequivalent group on quasi-experimental design,this thesis uses different forms of reading activities on Electronic Picture Books in 3 classes of grade 1. These experimental activities took 8 weeks and one Electronic Picture Book was read every week. After each reading, vocabulary learning would be proceeded. In order to understand whether there is difference between students’ vocabulary learning and reading comprehension abilities, we proceeded vocabulary pretest, vocabulary posttest and reading comprehension test on students. Our conclusions are:1. Different forms of Electronic Picture Books affect grade 1 students’ - vocabulary learning . The students who adopted static Electronic Picture Books have a better performance than dynamic Electronic Picture Books. 2. Different forms of Electronic Picture Books affect grade 1 students’ - literal comprehension on reading comprehension. Students who adopted static and dynamic Electronic Picture Books at the same time have the steadiest learning condition. 3. Different forms of Electronic Picture Books affect grade 1 students’ - integration ability on reading comprehension. Students who adopted static and dynamic Electronic Picture Books at the same time have the steadiest learning condition.4. Different forms of Electronic Picture Books affect grade 1 students’ - summarization ability on reading comprehension. Students who adopted static and dynamic Electronic Picture Books at the same time have the steadiest learning performance,but they have the most unstable learning condition. Students who adopted static Electronic Picture Books have the lower performance, but they have the steadiest learning condition. 5. Different forms of Electronic Picture Books affect grade 1 students’ - elaboration ability on reading comprehension. Students who adopted static and dynamic Electronic Picture Books at the same time have the steadiest learning .6. As far as the whole reading comprehension ability is concerned, adopting static and dynamic Electronic Picture Books at the same time has the best performance and the steadiest learning condition. Adopting dynamic Electronic Picture Books is the second. And the third one is adopting static Electronic Picture Books.
