閱讀理解中的理解監控—一項文獻計量學研究

Comprehension Monitoring in Reading Comprehension: A Bibliometric Study

本研究使用文獻計量學分析方法，探討理解監控（Comprehension Monitoring, CM）研究的出版趨勢、主要作者、具影響力的文獻及重複出現的關鍵詞。研究分析了1979∼2024年間，收錄於Web of Science（WoS）中的815篇期刊文章，並使用描述性統計工具和文獻計量學軟體，包括 VOSviewer 和 HistCite™。結果顯示，學術界對理解監控的關注逐年增加，研究呈現出三個明確的發展階段，這三個階段與Cady等人（2019）理論發展框架的初期三個階段相呼應：出現、發展和成熟。文獻聯繫和共引分析突顯了理解監控的理論與實證基礎，顯示其與認知技能、教學策略及自我調節過程有著密切的聯繫。此外，關鍵詞共現分析確定了主要的研究主題，強調了理解監控在閱讀理解、自我評估以及有效學習策略發展中的作用，特別是在數位學習與教學環境中。此研究提供對理解監控研究的全面概述及其未來發展、研究方向及教學應用之見解。

This study employed bibliometric analysis to investigate publication trends, key authors, influential documents, and recurring keywords in comprehension monitoring (CM) research. A total of 815 journal articles indexed in the Web of Science (WoS), published between 1979 and 2024, were analyzed using descriptive statistical tools and bibliometric software VOSviewer and HistCite™. The findings revealed a steady increase in academic interest in CM, with research evolving across three distinct periods that echo the initial three stages of a theoretical development framework posited by Cady et al. (2019): emergence, development, and maturity. Bibliographic coupling and co-citation analyses highlighted the theoretical and empirical foundations of CM, illustrating its strong connections to cognitive skills, instructional strategies, and self-regulation processes. Additionally, keyword co-occurrence analysis identified key research themes that emphasize CM’s role in reading comprehension, self-assessment, and the development of effective learning strategies, particularly in digital and instructional contexts. This study provides a comprehensive overview of CM research, offers insights into its ongoing development, and raises suggestions for future studies and pedagogical applications.