查詢結果分析
來源資料
相關文獻
- Becoming Reflective Readers: A Case Study of Group Discussion in Reading
- An Analysis of Agreement and Disagreement Among Elementary Pupils in Science Group Discourse
- 陶尼成人教育思想之探究與省思
- 教師引導討論與小組討論對兒童寫作能力之影響研究
- 簡介小組討論教學法
- 面談的問題及其改進之道:兼評高考一級口試改革方案
- 從合作學習(小組討論)談閱讀理解能力之提昇
- 擬互動影視討論活動在大學非同步網路課程的實施與評量
- 從合作學習小組討論模式談閱讀理解能力之提升
- 評鑑中心法之評鑑工具的選擇與模擬演習的設計
頁籤選單縮合
題 名 | Becoming Reflective Readers: A Case Study of Group Discussion in Reading=成為反思讀者:小組討論應用於閱讀之個案研究 |
---|---|
作 者 | 陳琇娟; 陳秋蘭; 吳美貞; | 書刊名 | 英語教學 |
卷 期 | 40:1 2016.春[民105.春] |
頁 次 | 頁1-24 |
分類號 | 521.429 |
關鍵詞 | 小組討論; 同儕閱讀; 相互作用理論; Group discussion; Peer reading; Transactional theory; |
語 文 | 英文(English) |
中文摘要 | 本研究探討一組同儕討論能力較弱的小組在故事討論中的協同閱讀歷程。此小組由四位不同閱讀能力的青少年女學生組成。四次具代表性的小組討論為主要的資料來源,並以Rosenblatt(1994)的知性閱讀和感性閱讀分析,同時蒐集訪談和學生閱讀日誌,以瞭解這組學生在為期兩個月的研究中閱讀行為上可能會有的改變。研究發現學生在討論初期僅敘述故事內容,到討論後期則轉化為將故事和個人做聯結。藉由深入故事,學生體會到閱讀是將文本作為反思媒介的一個歷程,一位低成就學生的閱讀成長也為小組閱讀行為的改變提供佐證。總言之,透過分組討論學生可以成為更投入文本和反思的讀者。 |
英文摘要 | This study investigated the collaborative reading process of a low-ability group in terms of discussion proficiency during their dialogue about short stories. The group consisted of 4 adolescent female students with different reading proficiency levels. The major data source was four representative discussions which were analyzed using Rosenblatt’s (1994) definition of efferent and aesthetic transactions. Interviews and students’ reading logs were also used to identify changes that might have occurred in the group’s reading behaviors across the eight-week study. The findings indicated that the participants shifted from superficial plot descriptions to making personal connections with the story. By moving toward deeper engagement with the text, the EFL learners began to experience the text as a source for reflection. Such progress could also be evidenced from one low-achieving student’s reading development. The study concludes that through group discussion, students can become more engaged and reflective readers. |
本系統中英文摘要資訊取自各篇刊載內容。