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題名：交互教學歷程中學生錯誤發問類型及教師鷹架建構之研究
書刊名：師資培育與教師專業發展期刊
作者：許淑玫
作者(外文)：Hsu, Shu-mei
出版日期：2008
卷期：1:1
頁次：頁73-95
主題關鍵詞：交互教學；發問類型；閱讀策略；鷹架；Reciprocal teaching；Questioning type；Reading strategy；Scaffolding
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(6) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:78
  • 點閱點閱:125
本研究旨在探討交互教學歷程中，學生在發問策略學習上，所出現的錯誤發問類型及教師鷹架之情形。研究者採取行動研究方式，以國小三年級六個學生所組成之閱讀小組爲參與對象，主要透過錄音、錄影、札記書寫與討論等方式蒐集責料，分析歸納後發現結果如下：（一）學生所經驗的錯誤發問類型有四，分別是：句構不完整的問題、題幹錯置的問題、主詞模糊的問題以及多重題幹的問題。深入究之，上述四類錯誤題型主要環繞著「句構」與「題幹」二者。（二）研究者針對學生錯誤發問類型提供的鷹架頗爲多元，普遍透過口語和對話形式呈現。依其鷹架功能區分爲五大類，包括（l)以指名回應、邀請補充等鼓勵學生參與；(2)利用講解及示範將策略外顯化；(3)透過具象化題幹、判斷題幹／句構以及肢體模擬等協助學生理解句構與題幹；(4)經由指示、提示、限定題幹和活動細步化等降低學生的認知負荷；以及(5)透過質疑、口語讚美、修正和困境描述等提供學習回饋。
The purposes of this study are to explore students' wrong questioning types and teachers' scaffolding methods in reciprocal teaching. In an elementary school, six third-graders were selected to be participants in this study. The teacher researcher conducted a reciprocal teaching approach as the reading strategy during the reading instructions in this study. Data were collected by tape-and video-recording, journal writing as well as discussion. The main findings of this study were as follows: 1. Four wrong questioning types were found when students were raising questions in reciprocal teaching (process): (1) Incomplete-sentence: Students used incomplete sentences to ask questions after reading the text. (2) Wrong position of question stems: Students applied wrong question stems to raise questions. (3) Ambiguous subjects: Students generated some questions with ambiguous subjects. (4) Multiple question stems: Students used multiple question stems to ask questions. All these four wrong question types can be concluded into two foci: sentence structures and question stems. 2. To help students understand and correct wrong questioning types, the teacher researcher applied different scaffolding methods which were presented mainly in oral interactions or dialogues. The scaffoldings were summarized into five categories, including encouragement for participation, externalization of strategic skills, comprehension of sentence structure and question stems, reduction in workload and providing learning feedback.
期刊論文
1.Westera, J.、Moore, D. W.(1995)。Reciprocal teaching of reading comprehension in a New Zealand high school。Psychology on the Schools，32，225-231。  new window
2.King, A.(1989)。Effects of self-questioning training on college student's comprehension of lectures。Contemporary Education Psychology，14，366-381。  new window
3.Alfassi, M.(1998)。Reading for meaning: the efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes。American Educational Research Journal，35(2)，309-332。  new window
4.Greenway, C.(2002)。The process, pitfalls and benefits of implementing a reciprocal teaching intervention to improve the reading comprehension of a group of year 6 pupils。Educational Psychology in Practice，18，113-137。  new window
5.何嘉雯、李芃娟(20031000)。交互教學法對國小閱讀理解困難學生教學成效之研究。特殊教育與復健學報，11，101-125。new window  延伸查詢new window
6.Palincsar, S. A.、Klenk, L.(1992)。Fostering literacy learning in supportive contexts。Journal of learning disabilities，25(4)，211-225+229。  new window
7.Palincsar, A. S.(1986)。The role of dialogue in providing scaffolded instruction。Educational Psychologist，21(1/2)，73-98。  new window
8.Palincsar, Annemarie Sullivan、Brown, Deborah A.(1987)。Enhancing instructional time through attention to metacognition。Journal of Learning Disabilities，20(2)，66-75。  new window
9.許淑玫(20080600)。交互教學歷程中學生錯誤發問類型及教師鷹架建構之研究。師資培育與教師專業發展期刊，1(1)，73-95。new window  延伸查詢new window
10.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
11.Bruce, M. E.,、Chan, L. K. S.(1991)。Reciprocal teaching and transenvironmental programming: a program to facilitate the reading comprehension of students with reading difficulties。Remedial and Special Education，12(5)，44-54。  new window
12.Clark, K. F.、Graves, M. F.(2004)。Scaffolding students' comprehension of text。The Reading Teacher，58(6)，570-580。  new window
13.Fung, I. Y. Y., Wilkinson, I. A. G.,、Moore, D. W.(2003)。L1-assisted reciprocal teaching to improve ESL students' comprehension of expository text。Learning and Instruction，13，1-31。  new window
14.Hashey, J. M.,、Connors, D. J.(2003)。Learn from our journey: reciprocal teaching action research。The Reading Teacher，57(3)，224-232。  new window
15.Slater, W. H.,、Horstman, F. R.(2002)。Teaching reading and writing to struggling middle school and highschool students: the case for reciprocal teaching。Preventing School Failure，46(4)，163-166。  new window
16.Wood, D.,、Middleton, D.(1975)。A study of assisted problem solving。British Journal of Psychology，66，181-19l。  new window
研究報告
1.Bruce, M. E.,、Robinson, G. L.(2001)。The clever kid's reading program: metacognition and reciprocal teaching。  new window
2.Clark, L.(2003)。Reciprocal teachingstrategy and adult high school students。  new window
3.Rosenshine, B.,、Miester, C. E.(1994)。Reciprocal teaehing: a review of experimental studies。  new window
學位論文
1.許淑玫(2000)。國小六年級閱讀小組實施交互教學之個案研究(碩士論文)。臺中師範學院。  延伸查詢new window
2.張瑛玿(1994)。自我發問策略對國小學生的閱讀理解與自我發問能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.施頂清(2000)。自我提問策略與合作學習(小組討論)對國中生國文閱讀理解的效果比較考驗(碩士論文)。國立中山大學。  延伸查詢new window
4.曾陳密桃(1990)。國民中小學生的後設認知及其與閱讀理解之相關研究(博士論文)。國立政治大學。new window  延伸查詢new window
5.林思燕(2007)。交互教學法對台灣國中生英文閱讀能力與後設認知之效益(碩士論文)。國立政治大學。  延伸查詢new window
6.王靜儀(2005)。交互教學法增進國中生英文閱讀能力及後設認知之效應，高雄市。  延伸查詢new window
圖書
1.Pearson, P. David、Johnson, Dale D.(1978)。Teaching reading comprehension。Holt, Rinehart & Winston。  new window
2.Cazden, Courtney B.、蔡敏玲、彭海燕(1998)。教室言談：教與學的語言。心理出版社。  延伸查詢new window
3.Delisle, R.(1997)。How to use problem-based learning in the classroom。Association for Supervision and Curriculum Development。  new window
4.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
5.Rogoss, B.,、Gardner, W.(1984)。Guidance in cognitive development: An examination of mother-child instruction。eryday cognition: Its development in social context。Cambridge, MA。  new window
6.Walsh, J.,、Sattes, B.(1991)。Questioning to stimulate learning andthinking。Charleston, WV。  new window
 
 
 
 
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