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題名:對話學習社群的理論建構與實施-以閱讀理解為例
作者:黃秀莉
校院名稱:國立花蓮教育大學
系所名稱:國民教育研究所
指導教授:劉錫麒
學位類別:博士
出版日期:2009
主題關鍵詞:學習社群對話閱讀理解learning communitydialoguereading comprehension
原始連結:連回原系統網址new window
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從「學習是參與實務」的視角發展出對話學習社群是為了解決教學實務上之問題,而當前最需革新的閱讀理解教學成了本研究的實務活動。本研究針對這問題提出對話學習社群的教學模式,期對閱讀理解教學的改進有所助益。
本研究的方法以文獻分析和行動研究為主。文獻分析的目的在建構對話學習社群的理論架構;行動研究的目的則在進行實務教學,以了解本教學模式的成效及實施情形。
本研究之主要結論臚列如下:
一、對話學習社群的理論架構主要是以「教學實務」、「自我調整」、「文
化」來進行知識建構的辯證發展。
二、對話學習社群能有效提升學童的閱讀理解。
三、對話學習社群在認知上是經「理解」由「單一意義」朝向「多重意義」的
建構。
四、學習者在對話學習社群中會出現協作與自我轉變的歷程。
五、對話學習社群在閱讀理解上建立的文化模式,包含:閱讀理解的例行性活
動、社群的社會規範和閱讀理解的規範。
六、對話學習社群實施的歷程中會以知識建構為主的「省思與協作」最先出
現,接著會形塑出「文化」,而「自我調整」形成的歷時最久。
七、對話學習社群教學模式之形成與建立,在下列三個面向:(一)知識建
構:理解的發展與改變、單一意義、多重意義;(二)自我調整:認知轉
變、個人動機、情境參與;(三)文化的形成:例行性活動、社群的社會
規範、閱讀理解的規範,相互作用下產生。
本研究最後提出有關應用對話學習社群教學模式的教學原則,以及未來研究方向的建議。
Developing a dialogue learning community from the perspective of “learning is participating in the practice” aims to solve the problems in the practice of teaching. The practice in this study is the reading comprehension teaching that needs to be renewed most currently. Based on this problem, the study brings up the teaching model of dialogue learning community in hopes of improving the teaching of reading comprehension.
The methods of this study are mainly documentation analysis and action research. Documentation analysis aims to construct the theory structure of dialogue learning community, where as action research is for the practice of teaching. The aim is to find out the effect and condition of implementing the teaching model.
Following is the conclusions of the study:
1.The theory structure of dialogue learning community
carries out the dialectical development of knowledge
building through “teaching practice,” “self-
regulation,” and “culture.”
2.Dialogue learning community effectively enhances
students’ reading comprehension .
3.Dialogue learning community is a cognitive construction
from “single meaning” to “multiple meanings” through
comprehension.
4.In a dialogue learning community, learners show the
process of collaboration and self-change.
5.In a dialogue learning community, the cultural models
formed in reading comprehension include routine task of
reading comprehension, social norm, and the norm of
reading comprehension.
6.In the process of dialogue learning community,
collaboration and reflection of knowledge building
appears first, then the culture is formed, and the
forming of self-regulation takes the longest time.
7.The forming and establishment of the teaching model of
dialogue learning community lies in the following three
aspects: (1) Knowledge building: the development and
changes of comprehension, single meaning, and multiple
meanings. (2) Self-regulation: cognitive change,
individual motivation, and situation participation.
Finally the study provides the teaching principles of the application of the dialogue learning community teaching model and suggestions for future research.
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