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題 名 | 國小六年級學生實施交互教學法之研究=A Study of Reciprocal Teaching in a Sixth-grade Reading Group |
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作 者 | 許淑玫; | 書刊名 | 彰化師大教育學報 |
卷 期 | 1 2000.10[民89.10] |
頁 次 | 頁201-233 |
分類號 | 523.33 |
關鍵詞 | 教學; 閱讀教學; 交互教學; Teaching; Reading teaching; Reciprocal teaching; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究採取質化研究方式,以大和國小六年級六個學生所組成之閱讀小組為研究對象,運用交互教學法進行十六節閱讀理解教學,旨在探討教學過程中其師生互動歷程的轉變情形。 研究結果發現交互教學隨著不同階段的發展,師生互動情形產生改變。在學習活動與社會支持情境方面,教師所引導的活動由繁趨簡,監控的程度亦隨著階段的轉換而遞減。起初教師提供許多口頭講解、示範、修正、評論及回饋等活動鷹架學生學習,逐步地漸漸淡出引導角色,將學習責任交給學生。 而在學生同儕互動向度上,學生之間的互動由紮根期到穩定期,呈現逐漸成長與活躍的互動情形,學生由被動回應教師引導,逐步發展出自己擔負學習責任,並模仿教師建構的鷹架,至能同儕互相引導、評論、共同建構、監控…等,主動參與學習中各種討論與對話活動。在本研究中,整個交互教學活動從鷹架的建構到撤離,是一種逐步責任轉移教學活動的體現,頗值得教師教學時加以參考。 |
英文摘要 | The purpose of this study were to explore the interaction process in a reading group during the reciprocal teaching. Six sixth-grades in an elementary school were selected observation and interviews were employed to collect data. The main findings of this study were as follow: The interaction between the teacher and students changed as reciprocal teaching progressed. At the beginning, the teacher-guided interaction provided verbal explanation, modeling, coaching, prompting, modifying, commenting, and feedback. The teacher then faded out the role of direction and externalized cognitive skills if necessary. Gradually, students took on greater responsibility for learning activities. At the end, they were able to provide peer guiding, prompting, constructing, motoring, modifying, and feedback for each other. It was suggested that a great part of students-guided interaction internalized from the teacher's activities of guidance. |
本系統中英文摘要資訊取自各篇刊載內容。