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題 名 | 國民小學國語故事體課文摘寫大意的教學過程之分析=How to Teach Summary Writing for Story Text in School |
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作 者 | 吳英長; | 書刊名 | 臺東師院學報 |
卷 期 | 9 1998.04[民87.04] |
頁 次 | 頁149-184 |
分類號 | 523.33802 |
關鍵詞 | 故事文體; 摘寫大意; 後設認知策略; 教學設計; Story grammar; Summary writing; Metacognitive strategy; Instructional design; |
語 文 | 中文(Chinese) |
中文摘要 | 本論文的目的是在分析國語故事體課文摘寫大意的教學過程。 大意既是閱讀( Reading ),也是作文( Writing )的工作。 因此進行教學時,首先將此類課文做符合「 故事文法」的教材分析, 然後依 Gagne 教學事件九歷程安排成教學活動設計,此設計又把 大意做為一種技巧或策略加以分開。這樣的教學流程使摘寫大意的教學能實踐國語科混合教 學的精神,一篇大意的短文實際上就是以讀書為核心,並聯絡說話和作文。這種大意教學奠 定了整個國語科教學流程的基礎,使其後的各項教學活動不流至於支離破碎。 摘取大意除了後設認知策略之外,還需輔以機動策略,才能使程度好的學生達到「迅速瀏覽 ,了解大意」的課程目標。值得注意的,本論文所指的大意教學流程,剛開始至少需要兩節 課的時間,才能推展完成。有關的教學細節及建議事項本論文將逐一討論。 |
英文摘要 | This study analyzed the teaching processes of summary writing for story text. Summarization a text can be conceptualized both as a reading task and as a writing task. This paper suggested teachers to analyzed the story grammar of a given text first, then transformed the results into teaching activities based on the model of Gagne's instruction events. The teaching activities are composed elements from two different of view: summarization as a skill and summarization as a strategy. The teaching of summarization a story should focus on reading, and combines writing and speaking. The combination of reading, speaking, and writing best represents the ethos of language arts in our primary school. To achieve the curriculum goals of scanning and comprehension, teachers have to activate the motivation of students in the teaching of summary writing, besides the metacognitive strategies. An unit of typical summary writing teaching usually takes two 40-minute consecutive periods. The details of relatecd instructional events and suggestions were discussed in this paper. |
本系統中英文摘要資訊取自各篇刊載內容。