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| 題 名 | 偏鄉小學推動高年級閱讀課程之個案探討=A Case Study on Promoting the Senior-grade Reading Curriculum in a Rural Primary School |
|---|---|
| 作 者 | 黃琇屏; 洪婉莉; | 書刊名 | 台灣教育研究期刊 |
| 卷 期 | 5:5 2024.09[民113.09] |
| 頁 次 | 頁235-257 |
| 分類號 | 019.1 |
| 關鍵詞 | 閱讀素養; 提問策略; 閱讀理解歷程; Reading literacy; Questioning strategy; Reading comprehension process; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 本研究在探討偏鄉小學推動高年級閱讀課程的實施方式、過程以及實施成效,透過資料蒐集、整理與分析,本研究獲致的結論如下:(一)實施方式:高年級學生每學期20節課閱讀一本小說,教師以「核心素養」為課程發展之主軸,融入十二年國教十九項議題中的「閱讀素養」,做跨領域課程設計。(二)實施過程:授課教師依據閱讀理解的歷程「提取訊息、推論訊息、詮釋整合、比較評估」,設計四個層次的提問,引導學生對閱讀內容做深度討論。(三)實施成效:從觀察課堂表現、學習單、圖書借閱量、期末評量表現等文件發現,該課程對於學生閱讀理解能力之提升確有助益。 |
| 英文摘要 | This study explores the implementation methods, processes, and effectiveness of promoting reading courses in a rural primary school. Through data collection and analysis, the following conclusions were drawn: (i) Implementation Method: Senior-grade students read one novel per semester over 20 sessions. Teachers focus on core competency as the main axis of curriculum development, integrating reading literacy from the 19 issues of 12-year basic education into interdisciplinary course design. (ii) Implementation Process: Teachers design questions at four levels based on the reading comprehension process of extracting information, inferring information, interpreting and integrating, and comparing and evaluating, guiding students to engage in in-depth discussions of the reading content. (iii) Implementation Effectiveness: Evidence from observations of classroom performance, learning materials, books check-out rates, and end-of-term assessments indicate an improvement in students' reading comprehension abilities. |
本系統中英文摘要資訊取自各篇刊載內容。