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頁籤選單縮合
題 名 | The Whole Language Approach to Teaching Reading=全語教學法的閱讀教學 |
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作 者 | 陳月妙; | 書刊名 | 暨大學報 |
卷 期 | 5:1 2001.03[民90.03] |
頁 次 | 頁161-179 |
分類號 | 800.33 |
關鍵詞 | 全語言; 全語言教學法; 閱讀; 閱讀教學; Whole language; Whole language approach; Reading; Reading teaching; Reading instruction; |
語 文 | 英文(English) |
中文摘要 | 語言學習是一個社會化與個人創造的過程,每一個個人創造語言以與世界溝通、探索世界並找尋意義。語言是溝通的工具,同時也是學習與成長的工具。人類使用語言找尋世界的意義,同時也探索自我內在的世界。因此,語言的使用始自達成社會功能,其中牽涉到幼兒在語言學習階段於內在對語言形式的假設、試驗與使用,並據之以達成社會功能。此篇論文,首先將定義全語教學法的特色與理論基礎;然後重點將放在討論閱讀教學。閱讀為一跨多領域之學習,而全語教學法之全方位學習策略,如主題式學習、戲劇化、角色扮演、戲偶表演、聆聽故事與文學等將-加以討論;最後,課室裡之實際閱讀教學應用將作為整篇論文之結論。 |
英文摘要 | Language learning is a process of social and personal invention. Each person creates language to try to communicate with the world, explore and make sense of the world. Language is a communicative tools as well as a learning and growing tool. Human beings use language to make sense of the world and explore themselves, too. Therefore, language use starts with social functions and then involves hypothesizing with the language forms which are necessary to fulfill those functions. This paper will first define the whole language approach by its characteristics and theoretical framework. The focus will be on teaching reading. Reading is viewed as multi-disciplinary learning. The main wholistic strategies of the whole language approach, such as themes, dramatization, role play, puppet play, and listening to literature will be discussed one by one. Finally, the real pedagogical practice in reading class will be presented to conclude the paper. |
本系統中英文摘要資訊取自各篇刊載內容。