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題名:建構式語文教學在國小資源班實施之協同行動研究
書刊名:特殊教育研究學刊
作者:秦麗花吳咸蘭
作者(外文):Chin, Li-hwaWu, Hsienlan
出版日期:2001
卷期:20
頁次:頁111-127
主題關鍵詞:建構式語文教學資源班質性研究協同行動研究Constructivist language art instructionResource room collaborative action researchQualitative research
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(5) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:11
  • 點閱點閱:21
     本文採協同行動研究方式,探討一位國小資源班教師,在一位具有語言治療背景的研究者協助資料蒐集下,以建構取向的課程規劃為內涵,進行語文科教學的歷程與問題探討。 研究中所運用的資料包括:1.教學錄影錄音;2.教學者和觀察者日誌;3.學生言談及文件分析;4.普通班及其他資源班教師訪談,採質性研究方式進行。研究結果顯示:透過協同行動研究,不斷進行專業對話的歷程中,有助於彼此專業成長,而學生在此活動中,也展現驚人的進步,但也有瓶頸待突破。 根據上述研究結果,研究者提出一些具體的建議。
     The purpose of the study was to explore the kind of literacy activities and possible supporting strategies for resource room teachers to enhance literacy acquisition for students with learning difficulties. The study was undertaken through collaborative action research which involved mostly the resource room teacher and partly the researcher in planning the teaching strategies. Participant observation, researchers' diaries, student documents, audio- and video-recording and interviews were employed during the 2-month period study. The findings reveal that teachers and researchers' personal beliefs in language instruction and dialogues between professionals are important for each professional development. Students demonstrate highly valued learning potentials, though word attack skills and writing skills are yet to be improved; Suggestions and discussions are provided at the end of the article.
期刊論文
1.MacInnis, C.、Hemming, H.(1995)。Linking the needs of students of students with learning disabilities to a whole language curriculum。Journal of Learning Disabilities,28(9),534-544。  new window
2.Gersten, R.、Domino, J.(1993)。Visions and Revisions: A Special Education Perspective on the Whole Language Controversy。Remedial & Special Education,14(4),5-13。  new window
3.沈添鉦、黃秀文(19980600)。全語教學在小學實施的難題與策略。國民教育研究學報,4,35-67。new window  延伸查詢new window
4.張俊紳(1998)。國民小學國語科教師教學行為分析研究。臺東大學教育學報,9,215-282。new window  延伸查詢new window
5.Van Kleeck, A.(1995)。Emphasizing Form and Meaning Separately in Prereading and early Reading Instruction。Topics in Language Disorders,16(1),27-49。  new window
會議論文
1.邱上真(1998)。語文科教學研究評析。沒有紀錄。89-108。  延伸查詢new window
研究報告
1.甄曉嵐(1996)。應用建構教學理念於教育專業發展之課程研究。嘉義:國立嘉義師範學院。  延伸查詢new window
2.柯華葳、幸曼玲、林秀地(1996)。小學日常教學活動之生態研究。臺北。  延伸查詢new window
學位論文
1.宋在欣(1999)。國民小學啟智班語文課教室言談分析(碩士論文)。國立高雄師範大學,高雄市。  延伸查詢new window
圖書
1.Good, T. L.、Brophy, J. E.(2000)。Looking in classrooms。New York:Longman。  new window
2.Guba, E. G.、Lincoln, Y. S.(1984)。Naturalistic inquiry。Newbury Park, CA:Sage。  new window
3.饒見維(1994)。知識場論:認知、思考與教育的統合理論。台北市:五南圖書出版公司。  延伸查詢new window
4.Stern, H. H.(1992)。Issues and options in language teaching。Oxford University Press。  new window
5.Schön, Donald A.(1987)。Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions。San Francisco, California:Jossey-Bass Inc.。  new window
6.曾進興、宋在欣、洪惠娟、黃絹文(1999)。普通班與啟智班語文教室的言談分析。中華民國特殊教育學會年刊:迎千禧談特教。沒有紀錄。  延伸查詢new window
圖書論文
1.James, C.(1992)。Teachers: Beliefs and knowledge。Handbook of educational psychology。New York, NY:Macmillan。  new window
 
 
 
 
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