查詢結果分析
相關文獻
- Patterns of College EFL Reading Response: A Transactional Approach
- 李義山無題詩詮釋新論
- 國小兒童如何詮釋童話之研究:以「青蛙和蟾蜍」為例
- Reader Response: Another Aspect of Teaching Literature in ESL/EFL Classroom
- 由讀者反應批評理論看圖書館員的好書意識形態
- 從創造力的觀點談讀者反應論對閱讀教學之啟示與運用
- Using Young Adult Literature to Teach EFL Reading and Writing
- Children's Literature and Literacy
- 臺灣現代主義小說的再閱讀--一個回到自身的應用
- 兒童對視覺意象意義的建構
頁籤選單縮合
題名 | Patterns of College EFL Reading Response: A Transactional Approach=大學英文閱讀反應模式:「相互作用」教學法 |
---|---|
作者姓名(中文) | 梁淑芳; | 書刊名 | 英語語言與文學學刊 |
卷期 | 19 2007.02[民96.02] |
頁次 | 頁63-76 |
分類號 | 524.38051 |
關鍵詞 | 路意斯‧羅森布萊特; 相互作用教學法; 輸出經驗反應; 美感經驗反應; 讀者反應; 引導式閱讀日記; Louise Rosenblatt; Transactional approach; Efferent response; Aesthetic response; Reader response; Guided reading journal; |
語文 | 英文(English) |
中文摘要 | 數十年來,隨著全球資訊如雨後春筍般湧現,舉凡海內外英文教師皆竭盡心力,希望發展出一套培育學生具備充分閱讀能力之有效教學策略。美國路意斯‧羅森布萊特的「相互作用理論」(1938),旨在追求閱讀文學作品之美學反應,其閱讀教學效益已獲得許多學者與教師的證實與肯定。 本研究將「相互作用」教學法應用於高雄縣的正修科技大學與屏東縣的大仁技術學院之文學閱讀課程中,探究兩校71位大一新生的閱讀反應模式。研究結果發現兩校學生的閱讀反應可歸納為以下五種模式:正確詮釋、查核背景知識、腳色參與、情節參與,以及文學評價。同時,學生引導式閱讀日記之內容也顯示:信任的、冒險的、支持的閱讀經驗可經由課堂教師創造,喚醒學生獨特的閱讀反應,進而發展其進程之獨力閱讀探索。 |
英文摘要 | For decades, with the emergence of mushrooming global information, English teachers worldwide have been struggling to develop effective instructional strategies to make students become more competent readers. Louise Rosenblatt's Transactional Theory (1938), which mainly sought an aesthetic response to literature, was proved to be effective by many English reading researchers and instructors. This study seeks to employ it in literature-based reading classes at Cheng Shiu University in Kaohsiung County and Ta Jen Institute of Technology in Pingtung County, Taiwan, and to explore reader response patterns produced by seventy-one freshman students of the two schools. There are five major response patterns found in this study: correct interpretation, schema inquiry, character involvement, plot involvement, and literary evaluation. The guided reading journals revealed that a trusting, risk-taking, supportive reading experience can be created by the classroom teacher and the students can be awakened to the individuality of their response as well as further independent exploration. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。