頁籤選單縮合
題名 | 國小學童後設認知策略教學對國語科閱讀理解效能之研究= |
---|---|
作者 | 林蕙蓉; |
期刊 | 臺南師院學報 |
出版日期 | 19950600 |
卷期 | 28 1995.06[民84.06] |
頁次 | 頁271-312 |
分類號 | 523.33802 |
語文 | chi |
關鍵詞 | 國小; 學童; 後設認知; 國語科; 閱讀理解; |
中文摘要 | 本研究旨在進行實驗教學,以驗證後設認知策略的閱讀教學之可教性及 其教學方案的可行模式,以作為教育當局與小學教師明瞭國小學童後設認知經驗 的發展情形,和後設認知經驗與閱讀理解之關係,以及後設認知的閱讀策略教學 實施之可行方案的參考。 以吳敏而編訂之「閱讀理解測驗」、陳密桃編製之「閱讀理解表現的自我預測測 驗」,以及研究者自編的後設認知閱讀策略實驗教材等三項研究工具,針對230 名臺南師範學院附設實驗小學三年級學童施測與實驗教學。結果發現:1.國語科成 績與閱讀理解有直接的關聯,2.後設認知經驗的發展,沒有性別問的差異;3.後設 認知經驗與閱讀理解關係密切,4.學童的後設認知經驗能夠經由後設認知的閱讀 策略教學,獲得進展;5.後設認知的閱讀策略教學,可以促進學童的閱讀理解能 力;6.國語科後設認知閱讀教學優於平常傳統國語科教學,7.透過教學評量配合國 語科實施後設認知的「閱讀教學」。 本研究承吾師國立政治大學教育研究所前客座教授--Di.T.R.Botha of Rand Afrikaans University,South Africa、國立台南師範學院吳院長鐵雄與測驗發展中心主 任洪碧霞教授、研究助理張秋芳小組、語教系唐亦乾教授、南師實小校長甘夢龍 教授、研究處主任黃麗雲老師、三年級之任鍾愛老師、廖秋霞老師、陳燕玉老師、 潘秀雲老師、梁蓉麗老師、外子陳君揚主任等給予精神上之關照與熱心指導和協 助,及小女陳佳吟之乖巧合作,得以順利完成,謹此誌謝。 |
英文摘要 | The purpose of this study was to examine theteachability and the available models of metacognitivestrategies reading instruction in elementary school. From thisstudy the education administration as well as elementaryteachers will understand the development of metacognitiveexperience in children, the relationship between metacognitiveexperience and reading comprehension, and metacognitivereading strategies applied in their every day instruction. In proceeding this research I used three instruments, oneis a "test of the reading comprehension" compiled by Ming-RWu, the other is a "test of self-prediction in readingcomprehension performing" compiled by Me-Tau Chen, andanother is a self-designed experimental text of metacognitiverading strategies. I gave a pre-test to 230 3rd graders of the AffiliatedExperimental Elementary School of Tainan Teachers College,and then gave them an instruction of 4 months using thetext designed by myself. After that I gave them a post-test. The major findings of this study were as follows: 1.There is direct correlation between the grades given by theteacher in their study of Chinese and the grades I gavethem for their tests in reading comprehension, 2. There areno differences between female sex and male sex in the development of metacognitive experience, 3. The relationshipbetween metacognitive experience and reading comprehensionis closely related, 4. The metacognitive experience of childrenis much progressed through metacognitive reading strategiesinstruction, 5. Children's reading comprehension can bepromoted through metacognitive reading strategies instruction,6. Through Chinese metacognitive reading instruction, thestudents have significantly better achievement than regulartraditional Chinese instruction; 7. Elementary school teachersshould practice metacognition as "reading instruction" in theirteaching of Chinese together with instruction evaluation. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。