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題 名 | 「指導--合作學習」策略應用於國小閱讀教學之理論探討=The Theoretical Research on "Directive-Cooperative Learning" Strategy Applying to Elementary School Reading Teaching |
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作 者 | 陳淑娟; | 書刊名 | 臺中師院學報 |
卷 期 | 11 1997.06[民86.06] |
頁 次 | 頁65-112 |
分類號 | 523.33 |
關鍵詞 | 指導; 合作學習; 國小; 閱讀教學; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在從閱讀的理論、閱讀理解與理解策略、「指導教學」與「合作學習」 優缺點之分析後,建構「指導 - 合作學習」教學策略, 提供國民小學閱讀教學之參考,以 增進國小學童閱讀理解能力。 在「指導 - 合作學習」教學策略下, 其教學過程是先以 Rosenshine (1986) 的「明確教學」內涵為主,程序採用 Winograd & Hare (1988) 所提出 的教師解釋成分:「策略是什麼」 (what ),「為何要用」 (why),「如何使用」 (how), 「什麼時候與什麼地方用」 (when & where) 及「如何評量」 (how to evaluate) 等。 其 次以 Slavin (1987) 的「合作學習」內涵為主, 參照其 1990 年發展的「合作統整閱讀與 寫作模式」 (Cooperative Integrated Reading and Composition), 簡稱 CIRC 模式 ); 包括面對面的互動、小組獎賞、個別績效與相等成功的機會。由高中低不同語文能力者共四 人所組成的合作情境學習中,相互資源,共享成果。最後,經由課程檢核表與策略評量表作 答中,達到自我回饋的效果。 「指導 - 合作學習」教學策略兼顧了認知性與情感性目標, 在師生有結構性的交互作用,不權威又含有愉快的學習氣氛下,進行閱讀策略的教學,將使 班級內之個別差異減到最低。 |
英文摘要 | The purpose of this study was to construct the "Directive-Cooperative Learning" teaching strategy which from the analysis of literature reading theories, reading comprehension and comprehensive strategies, strengths and weaknesses of the "direct instruction" and "cooperative learning". The "Directive-Cooperative Learning" strategy was expected to apply to elementary school reading teaching in order to improve students' reading comprehensive ability. The idea of teaching process of the "Directive-Cooperative Learning" strategy was basis on Rosenshine's "explicit teaching", and Slavin's model of "Cooperative Integrated Reading and Composition". Slavin's cooperative model included face to face interaction, team rewards, individual accountability, equal opportunities for success. The directive procedure used the elements of teacher's explanation proposed by "Winograd & Hare", which included "what is strategy", "when and where to use the strategy", "how to use the strategy", "when and where to use the strategy", and "how to evaluate the strategy". It was expected that under the directive-cooperative Learning condition which small groups were grouped by four students whose verbal ability were different, students' comprehensive ability would improve through group members' acting as interesouces and sharing products each other. The "Directive-Cooperative Learning" teaching strategy, emphasized both cognitive and affective goals. It's teaching structure was characterized by the fact that there are no authority but pleasure of the learning atmosphere. This kind of reading teaching was expected to reduce individual differences in classroom. |
本系統中英文摘要資訊取自各篇刊載內容。