查詢結果分析
相關文獻
- Exploring the Reflection of Teachers' Beliefs about Reading Theories and Strategies on Their Classroom Practices
- On-line Strategy Use and Goal Orientations: How Taiwanese English-Major College Freshmen with a Combined Mastery and Performance Achievement Goal Comprehend an English Expository Essay
- Metacognitive Awareness and Strategy Use of Proficient and Less Proficient Taiwanese EFL Readers
- Online Reading Strategies for Freshmen and Sophomores: A Case Study at a Taiwanese University
- The Relationship between English Reading Strategies and Comprehension
- Reading Comprehension Strategies Used by Proficient Senior High School Students in Reading English Expository Texts
- EFL Reading Comprehension Strategies Employed by Technical Students
- The Reading Strategies Used by EFL Technical Students
- The Individual and Joint Effects of Bottom-up and Top-down Reading Strategy Use on Taiwanese EFL Learners' English Reading Comprehension
- 概念構圖理解策略在大學英文閱讀教學之成效
頁籤選單縮合
題 名 | Exploring the Reflection of Teachers' Beliefs about Reading Theories and Strategies on Their Classroom Practices=教師對英文閱讀理論與策略之信念與實務教學之關聯性探討 |
---|---|
作 者 | 周玉楨; | 書刊名 | 逢甲人文社會學報 |
卷 期 | 16 2008.06[民97.06] |
頁 次 | 頁183-216 |
分類號 | 525.48051 |
關鍵詞 | 教師信念; 教師訓練; 閱讀策略; 英文閱讀; Teachers' beliefs; Teacher training; Reading strategies; EFL reading in Taiwan; |
語 文 | 英文(English) |
中文摘要 | 本篇論文基於教師之課程計畫、決策訂定、與教學法受其信念高度影響的假設,旨在檢視教師對英文閱讀理念與策略信念之系統建構,並探討此信念是否與教師實務教學一致或歧異。本研究依英文閱讀理念與策略在閱讀理解力的重要性、在教學活動的重要性、與策略使用之頻率,三構面建構,以李克特五等第設計評量問卷共60 題,計有二校42 名大學教師參與本研究。結果顯示:教師相信認知策略、語言知識、與後設認知策略在閱讀理解上扮演重要角色;再者,各項閱讀理論及策略在英文閱讀理解力的重要性、教學活動中的重要性、與使用各項策略的頻率上具有顯著正向的關連性。 |
英文摘要 | The current study based on the assumption that teachers are highly influenced by their beliefs, which in turn impact the ways they plan their lessons, the kinds of decision they make, and the methods they apply in their classrooms. The present study aims, first, to investigate the construct of teachers’ belief systems about reading theories and strategies among university instructors, then to explore the degree of discrepancies or consistencies between teachers’ beliefs about reading theories and strategies and their practical teaching activities in the EFL setting of Taiwan. The questionnaire adapted Likert scales, containing three parts--the importance of reading theories and strategies in reading comprehension, the necessity of reading theories and strategies in teaching practices, and actual employment of reading theories and strategies in classrooms. Forty-two English instructors from two universities in central Taiwan participated in the current study. The results have shown that the instructors emphasized linguistic knowledge, cognitive strategy and metacognitive strategy. The data also provided strong evidence that reading theories and strategies in the three domains–the importance of reading theories and strategies in reading comprehension, the necessity of reading theories and strategies in teaching practices, and actual employment of reading theories and strategies in practical classrooms, were positively correlated with each other. |
本系統中英文摘要資訊取自各篇刊載內容。