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題名:國小國語文「課」的教學--一個教育工作者的反省性探究
書刊名:國民教育學報
作者:潘世尊 引用關係黃秀琦潘幸玫
作者(外文):Pan, Thie-tzuenHuang, Shou-chiPan, Hsing-mei
出版日期:2012
卷期:9
頁次:頁215-246
主題關鍵詞:國語文教學課的教學閱讀教學Teaching of MandarinTeaching of lessonTeaching of reading
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(1) 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:0
  • 共同引用共同引用:224
  • 點閱點閱:57
期刊論文
1.Pressley, M.、Goodchild, F.、Fleet, J.、Zajchowski, R.、Evans, E. D.(1989)。The challenges of classroom strategy instruction。The Elementary School Journal,89(3),301-342。  new window
2.羅秋昭(20000900)。面向新的語文學習--談九年一貫課程語文教材的趨勢。臺北師院語文集刊,5,113-130。new window  延伸查詢new window
3.許麗霞(20080500)。交互教學法介入閱讀指導對增進國小高年級學生閱讀理解成效之研究。花蓮教育大學學報,26,59-75。new window  延伸查詢new window
4.Cantrell, S. G.、Carter, J. C.(2009)。Relationships among learner characteristics and adolescents' perceptions about reading strategy。Reading Psychology,30,195-224。  new window
5.de Jager, B.、Jansen, M.、Reezigt, G.(2005)。The development of metacognition in primary school learning environments。School Effectiveness and School Improvement,16(2),179-196。  new window
6.Hilden, K. R.、Pressley, M.(2007)。Self-regulation through transactional strategies instruction。Reading & Writing Quarterly,23(1),51-75。  new window
7.Pressley, M.(1994)。State-of-the-science primary-grades reading instruction or whole language?。Educational Psychologist,29(4),211-215。  new window
8.Schneider, W.(2008)。The development of metacognitive knowledge in children and adolescents: Major trends and implications for education。Mind, Brain, and Education,2(3),114-121。  new window
9.Whitebread, D.、Bingham, S.、Grau, V.、Pino Pasternak, D.、Sangster, C.(2007)。Development of metacognition and self-regulated learning in young children: The role of collaborative and peer-assisted learning。Journal of Cognitive Education and Psychology,3,433-455。  new window
10.王全興(20080600)。九年一貫課程改革的成效評估與實務需求之整合研究--以國小國語文領域為例。彰化師大教育學報,13,25-62。new window  延伸查詢new window
11.許育健(20021000)。語文領域課程實施相關問題初探。教師之友,43(4),8-14。  延伸查詢new window
12.吳宜貞(20040600)。重複閱讀及文章難度對五年級學生閱讀能力影響之探討。教育心理學報,35(4),319-336。new window  延伸查詢new window
13.Lau, K. L.(2006)。Implementing strategy instruction in Chinese language classes: A school-based Chinese reading strategy instruction program。Educational Research,48(2),195-209。  new window
14.范文芳(20010100)。改進語文教學培養思辨能力。語文學報,7,93-111。new window  延伸查詢new window
15.潘士銓、黃繼仁(20100300)。國小教師國語文教學實際知識之敘述探究。國民教育研究學報,24,113-128。new window  延伸查詢new window
16.吳英長(19980400)。國民小學國語故事體課文摘寫大意的教學過程之分析。臺東師院學報,9,149-184。new window  延伸查詢new window
17.Spörer, Nadine、Brunstein, Joachim C.、Kieschke, Ulf(2009)。Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching。Learning and Instruction,19(3),272-286。  new window
18.蘇宜芬、林清山(19920600)。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響。教育心理學報,25,245-267。new window  延伸查詢new window
19.Block, C. C.、Parris, S. R.、Reed, K. L.、Whiteley, C. S.、Cleveland, M. D.(2009)。Instructional approaches that significantly increase reading comprehension。Journal of Educational Psychology,101(2),262-281。  new window
20.陳密桃(19901200)。兒童和青少年後設認知的發展及其教學效果之分析。教育學刊,9,左107-147。new window  延伸查詢new window
21.吳訓生(20020800)。國小高、低閱讀理解能力學生閱讀理解策略之比較研究。特殊教育學報,16,65-104。new window  延伸查詢new window
22.黃繼仁、周立勳、甄曉蘭(20010700)。國小教師國語教學信念及相關因素之調查研究。教育研究集刊,47,107-132。new window  延伸查詢new window
23.呂美慧(20060600)。國小教師閱讀教學之信念與實踐個案研究。新竹教育大學學報,22,133-154。new window  延伸查詢new window
24.林俊賢(20041200)。小學國語文摘寫大意的教學過程分析--以議論文為例。臺東大學教育學報,15(2),123-161。new window  延伸查詢new window
25.Schunk, Dale H.、Zimmerman, Barry J.(1997)。Social origins of self-regulatory competence。Educational Psychologist,32(4),195-208。  new window
26.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
27.Lau, K.-L.(2006)。Reading strategy use between Chinese good and poor readers: A think-aloud study。Journal of Research in Reading,29(4),383-399。  new window
研究報告
1.柯華葳、詹益綾、張建妤、游婷雅(2008)。PIRLS 2006報告:臺灣四年級學生閱讀素養 (計畫編號:NSC 96-MOE-S-008-002)。桃園縣:國科會科學教育處。  延伸查詢new window
學位論文
1.高敏麗(2005)。從九年一貫課程綱要國語文能力指標探討國小國語文閱讀教學(碩士論文)。國立新竹教育大學,新竹市。  延伸查詢new window
2.潘世尊(2003)。一個行動研究者的雙重追尋:改善教學與對行動研究的認識(博士論文)。國立高雄師範大學,高雄市。new window  延伸查詢new window
3.李秀美(2003)。概念構圖對提升國小學童說話能力成效之研究(碩士論文)。臺中師範學院,臺中市。  延伸查詢new window
4.蔡銘津(1995)。文章結構分析策略教學對增進學童閱讀理解與寫作成效之研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
圖書
1.Piaget, Jean、Cook, M.(1954)。The Construction of Reality in the Child。New York:Basic Books。  new window
2.潘世尊(2007)。教育、理論與行動研究。臺北:華騰文化。new window  延伸查詢new window
3.何三本(2001)。九年一貫語文教育理論與實務。臺北市:五南。  延伸查詢new window
4.羅秋昭(1999)。國小語文科教材教法。五南圖書出版股份有限公司。  延伸查詢new window
5.李漢偉(1996)。國小語文科教學探索。高雄:麗文文化。  延伸查詢new window
6.Argyris, Chris、Schön, Donald A.(1974)。Theory in Practice: Increasing Professional Effectiveness。Jossey-Bass。  new window
7.王萬清(1997)。國語科教學理論與實際。臺北:師大書苑。  延伸查詢new window
8.陳弘昌(1999)。國小語文科教學研究。臺北:五南圖書出版股份有限公司。  延伸查詢new window
9.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
10.Carr, Wilfred、Kemmis, Stephen(1986)。Becoming Critical: Education, Knowledge, and Action Research。Falmer Press。  new window
11.Aristotle、Crisp, Roger(2000)。Nicomachean Ethics。Cambridge University Press。  new window
12.陸怡琮、李燕芳、馮心怡(2010)。摘要策略。閱讀理解策略教學手冊。台北:教育部。  延伸查詢new window
其他
1.教育部(2010)。國語文領域課程綱要,http://teach.eje.edu.tw/9CC/context/97-03-1-1.html, 2010/07/08。  new window
圖書論文
1.幸曼玲研究團隊(2010)。摘大意找主旨策略。閱讀理解策略教學手冊。台北:教育部。  延伸查詢new window
2.幸曼玲研究團隊(2010)。預測策略。閱讀理解策略教學手冊。台北:教育部。  延伸查詢new window
3.Pressley, M.、Harris, K. R.(2006)。Cognitive strategies instruction: From basic research to classroom instruction。Handbook of educational psychology。Mahwah, NJ:Lawrence Erlbaum Associates。  new window
4.Collins, A.、Brown, J. S.、Newman, S. E.(1987)。Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics。Learning, knowing, and instruction: Essays in honor of Robert Glaser。Hillsdale, NJ:Lawrence Erlbaum Associates。  new window
5.Hirst, P. H.(1983)。Educational theory。Educational theory and its foundation disciplines。Routledge & Kegan Paul。  new window
 
 
 
 
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