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題名 | 寫作教學師資培育及思考模式研究=The Study of Writing Teacher Education and Think Model |
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作者 | 王萬清; | 書刊名 | 臺南師院學報 |
卷期 | 32 1999.06[民88.06] |
頁次 | 頁91-134 |
分類號 | 522.4 |
關鍵詞 | 認知自我調整; 寫作教學; 師資培育; 放聲思考; 原案分析; 寫作教學效能; Cognitive self-regulation; Writing teaching; Teacher education; Think aloud; Protocol analysis; Writing teaching efficacy; |
語文 | 中文(Chinese) |
中文摘要 | 本研究在探討認知自我調整取向之寫作教學師資培育效果,及寫作教學思考的徑 路分析。關於寫作教學師資培育之研究對象有在職國小教師十二人,職前教師十一人。在研 習寫作教學理論及實務之前後,兩組教師均以放聲思考的方法,紀錄教學計畫及批改文章的 思考,以現場錄音的方法,紀錄教學過程,做為原案分析的資料。在研習結束一週後,搜集 受教學生的寫作態度、寫作歷程,及兩組教師的寫作教學內容知識。分析教學計畫、教學過 程及批改文章的思考內容改變顯著性及差異,並發展出寫作教學思考模式。其次,在探討寫 作教學知識、寫作教學效能、寫作教學計畫、寫作教學過程、批改文章的思考徑路分析上, 研究對象有在職國小教師 202 人,在施測「寫作教學思考量表」之後, 進行徑路分析,其 結果可印證寫作教學思考模式及其各項思考之前後關係。 |
英文摘要 | The first research were explored the effects of teacher education that writing teaching approach of cognitive self-regulation. The subjects had twelve elementary school teachers and eleven student teachers. Before the study of writing teaching theory and after the teaching practice. The teachers of two group recorded with think aloud about teaching planning and evaluation composition, and recorded the classroom teaching process, then to did protocol analysis. After one week of writing teaching study, collected writing attitude and writing process of two group teacher's student and one control group of another school student, and collected two group teacher's Pedagogical Content knowledge of writing teaching. The researcher analysis different and changed significant of teaching planning, teaching process, evaluation composition and developed writing teaching model, The second research were explored path on writing teaching knowledge, teaching efficacy, teaching planning, teaching process and thinking of evaluation composition. The subjects had two hundred zero two elementary school teachers, after administration writing teaching thinking scale test, then path analysis the model of writing teaching. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。