頁籤選單縮合
題名 | 過程導向寫作模式在高中英文作文教學之應用=The Application of Model of Process-Oriented Writing in English at Senior High School |
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作者 | 呂家豪; Lu, Chia-hao; |
期刊 | 教育研究 |
出版日期 | 20080600 |
卷期 | 16 2008.06[民97.06] |
頁次 | 頁87-104 |
分類號 | 523.738051 |
語文 | chi |
關鍵詞 | 過程導向寫作模式; 英文作文教學; The model of process-oriented writing; Teaching of English writing; |
中文摘要 | 長久以來高中的英文作文教學仍以「成果取向」為主,通常老師給予學生作文題目,學生寫作之後交由老師評閱,或再根據老師的修改意見進行修改。是此,以往大多僅能從學生的作文成品去評量其優劣,卻難以透過探究學生的寫作認知歷程來分析其整體寫作能力表現,亦無法從中獲得其對於英文作文教學的回饋。因此,本研究選擇作者高中任教時的一班二年級學生,透過英文閱讀及寫作的過程導向教學,試圖經由閱讀相關教材,並使用放聲思考的途徑將寫作歷程透明化,分析學生寫作時的認知歷程。本研究的教學實施後,學生在作文成品的長度與豐富方面有所提升、計畫較為周密、作文修改的品質亦提高。最後,並根據結果回饋給教師教學以及未來研究參考。 |
英文摘要 | In the history of English writing pedagogy in senior high school product-oriented approach has long been the major way. Teachers usually assign some topics, have students write compositions, and then make them revise-in this way teachers can only evaluate the products but hardly realize students' writing process. An integrated approach is thus proposed to improve the English writing of second-graders in senior high school. Adopting strategies of reading, the model of process-oriented writing, and the thinking aloud technique, the researcher analyze students' thinking and writing process and reveal some finding and suggestions for teachers concerned with teaching English writing. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。