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題 名 | 結合識字閱讀作文教學做為國語文補救教學模式之行動研究--以五年級攜手計畫學生為例=Action Research about the Teaching Program of Combining Word Recognition,Reading and Writing as Chinese Language Remedial Instruction Model:Taking the Fifth Grade Students of Hand-in-Hand Project as an Example |
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作 者 | 齊宗豫; | 書刊名 | 新竹縣教育研究集刊 |
卷 期 | 9 2009.12[民98.12] |
頁 次 | 頁39-68 |
分類號 | 523.4331 |
關鍵詞 | 補救教學; 攜手計畫; 集中識字教學; 閱讀理解; 感官作文; Remedial instruction; Hand-in-hand project; Word recognition teaching of chinese characters in group; Reading comprehension; Sensory writin; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究是以集中識字、閱讀理解以及感官作文為基礎設計教學方案,運用行動研究 之策略,探討五年級攜手計畫學生接受此教學方案教導後的學習成效,以及此教學方案 做為國語文補救教學模式之可行性。 研究發現:一、集中識字的字族文教學,對於學生識字方面有幫助。二、感官作文 教學,可啟發學生的聯想力與想像力,引導學生練習寫作。三、多樣化的教學活動,對 於引起學生動機有幫助。四、結合有效教學策略,能讓學生有較好的學習成效。五、學 生學習動機影響學習成效。六、補救教學的實施需投入人力、物力等各項資源。 依據研究過程與研究發現,本研究提出以下建議:一、故事結構分析和感官作文可 以做整合式的教學設計,一方面節省時間,一方面可建立起閱讀和作文的橋樑。二、閱 讀理解和作文在教學設計上應佔較多時間,以利學習成效的展現。三、補救教學的實施, 間隔時間不宜太久。四、補救教學應受重視,需要學校行政整合各項資源,才能讓教師 順利實施補救教學計畫。 |
英文摘要 | The purposes of this study were: 1) to inquire about the learning out comes whenthe fifth graders of Hand in Hand project be taught by the teaching programthat combing Chinese characters ingroup, reading comprehension and sensory writing; 2) to explore the feasibility for Chinese language remedial instruction model. Anaction research approach was implemented in this study. By means of observation, students’ documents, and teaching notes, main conclusions were drawnas follows: 1) Intensive group teaching of Chinese characters in group is helpful for students’ word recognition; 2) Sensory writing in structions can inspire students’ association and imagination; 3) Diversity of teaching activities is helpful raising students’ learning motivation; 4) Combining a great diversity of effective teaching methods helps students gaining better learning outcomes;5) The motivations of students affect their learning outcomes;6) The implementation of remedial instruction requires many resources such as manpowers and materials. Based onthe research processes and conclusions, the following suggestions were addressed. Firstly,the teaching of story structure analysis and sensory writing should be integrated as a whole instruction program, for saving time onthe one hand, building bridge between reading and writing onthe other. Secondly, reading comprehension and writing should be allocated more time inthe teaching programto facilitate students’ learning outcomes. Thirdly, the interval between remedial teachings should not be too long. Finally, remedial teaching should be emphasized, school administrators need to integrate various resources for teachers in order to make the remedial teaching more successful. |
本系統中英文摘要資訊取自各篇刊載內容。