臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：建構教室層級批判識能課程的實踐策略：連結學童批判觀點於閱讀
書刊名：教育研究集刊
作者：簡良平 引用關係
作者(外文)：Jian, Liang-ping
出版日期：2015
卷期：61:1
頁次：頁101-136
主題關鍵詞：批判識能；批判識能課程；Critical literacy；Critical literacy curriculum
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(2) 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:1
  • 共同引用共同引用:184
  • 點閱點閱:165
本文目的在建構教室層級實施批判識能課程，規劃納入弱勢學童的閱讀課程及實踐策略。本文從三個面向論述：一、課程目標在學童發展批判識能，包括高層次的語文識能及批判能力、能瞭解自我與發展社會識能。二、批判識能教學的原則：引導摘取文本意義、討論文本文化與自身生活經驗的差異、延伸文本世界的社會議題及發展社會意識。核心教學策略在連結學童批判觀點於閱讀：形成學童批判觀點分析文本生活世界、以批判立場透視文本社會的意識型態、利用言說分析策略重新詮釋文本世界的意義等。三、教師營造能啟發學童批判意識的教室言說環境：教師教學語言取徑開放與批判的言說；形塑學童學習語言及養成學童多元文化與民主的社會意識。此課程實踐極仰賴教師轉變，包括教師相信學童潛能、採取鷹架教學策略、能反省教室言說內容、支持學童發展批判識能等條件的落實。
The purpose of the paper was to argue that school teachers could make a critical literacy curriculum for all the students including the disadvantaged students at the classroom level. There were three dimensions discussed in the paper. The first one was to define the category of critical literacy and to form the goals of the curriculum which were to develop the students’ high level literacy, including critical literacy, and to enlighten their critical consciousness to understand themselves and construct their social consciousness. The second dimension was to discuss the strategies of critical literacy instruction and it suggested to hold three principles: the teachers could guide the students to engage in reading and make text meanings out, to guide them to discuss the cultural difference with their life experience, and to discuss the social issues of text and to have social awareness. The core strategy of reading instruction was included three concert methods: the teachers could form the students’ critical perspectives and stances to read, to insight the ideology of text context, to use discourse analysis in the process of reading and representing text meanings. The third dimension was that the teachers could construct the environments of classroom discourse and to change their teaching language and form the students’ learning language. The most important element of the practical framework is the teachers’ role that they believe their students and they could adopt scaffolding teaching, and plan and reflect the content of classroom discourse, and positively support their students to develop critical literacy.
期刊論文
1.Luke, A.(2000)。Critical literacy in Australia: a matter of context and standpoint。Journal of adolescent and adult literacy，43(5)，448-461。  new window
2.Schiffrin, D.(1996)。Narrative as self-portrait: Sociolinguistic constructions of identity。Language in Society，25(2)，167-203。  new window
3.Lalik, R.、Oliver, K. L.(2007)。Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls。Reading Research Quarterly，42(1)，46-70。  new window
4.Sharpe, T.(2008)。How can teacher talk support learning?。Linguistics and Education，19，132-148。  new window
5.McDaniel, Cynthia(2004)。Critical literacy : A questioning stance and the possibility for change。The Reading Teacher，57(5)，472-481。  new window
6.黃聿芝(2008)。P. Freire批判教育學對於教師教角色的啟示。東海教育評論，1，1-16。  延伸查詢new window
7.Cadiero-Kaplan, K.(2002)。Literacy ideologies: Critically engaging the language arts curriculum。Language Arts，79(5)，372-381。  new window
8.Cooper, K.、White, R. E.(2006)。Action research in practice: Critical literacy in an urban grade 3 classroom。Educational Action Research，14(1)，83-99。  new window
9.Edwards, P. A.、Schmidt, P. R.(2006)。Critical race theory: Recognizing the elephant and taking action。Reading Research Quarterly，41(3)，404-415。  new window
10.Fecho, B.、Coombs, D.、McAuley, S.(2012)。Reclaiming literacy classrooms through critical dialogue。Journal of Adolescent & Adult Literacy，55(6)，476-482。  new window
11.Guzzetti, B. J.、Gamboa, M.(2004)。Zines for social justice: Adolescent girls writing on their own。Reading Research Quarterly，39(4)，408-436。  new window
12.Hagood, M.(2002)。Critical literacy for whom?。Reading Research and Instruction，41(3)，247-266。  new window
13.Hall, L. A.、Piazza, S. V.(2008)。Critically reading texts: What students do and how teachers can help。The Reading Teacher，62(1)，32-41。  new window
14.Iyer, R.(2007)。Negotiating critical, postcritical literacy: The problematic of text analysis。Literacy，41(3)，161-168。  new window
15.James, J. H.、McVay, M.(2009)。Critical literacy for young citizens: First graders investigate the first thanksgiving。Early Childhood Education Journal，36，347-354。  new window
16.Leland, C. H.、Harste, J. C.、Smith, K.(2005)。Out of the box: Critical literacy in a first-grade classroom。Language Arts，82(4)，257-268。  new window
17.Leland, C.、Ociepka, A.、Kuonen, K.(2012)。Reading from different interpretive stances: In search of a critical perspective。Journal of Adolescent & Adult Literacy，55(5)，428-437。  new window
18.Luke, A.(2003)。Literacy and the other: A sociological approach to literacy research and policy in multilingual societies。Reading Research Quarterly，38(1)，132-141。  new window
19.Molden, K.(2007)。Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement。Reading Improvement，44(1)，50-56。  new window
20.Paugh, P.、Carey, J.、King-Jackson, V.、Russell, S.(2007)。Negotiating the literacy block: Construction spaces for critical literacy in a high-stakes setting。Language Arts，85(1)，31-42。  new window
21.Peterson, S.、Calovini, T.(2004)。Social ideologies in grade eight students' conversation and narrative writing。Linguistics and Education，15，121-139。  new window
22.Razfar, A.(2005)。Language ideologies in practice: Repair and classroom discourse。Linguistics and Education，16，404-424。  new window
23.Reagan, T.(2006)。The explanatory power of critical language studies: Linguistics with an attitude. Critical Inquiry in Language Studies。An International Journal，3(1)，1-22。  new window
24.Reeves, J.(2009)。A sociocultural perspective on ESOL teachers' linguistic knowledge for teaching。Linguistics and Education，20，109-125。  new window
25.Rogers, R.、Mosley, M.(2006)。Racial literacy in a second-grade classroom: Criticalrace theory, whiteness studies, and literacy research。Reading Research Quarterly，41(4)，462-495。  new window
26.Shannon, P.(1991)。Critical literacy (question & answer)。The Reading Teacher，44(7)，518-519。  new window
27.Shannon, P.、Labbo, L. D.(2002)。Critical literacy in everyday life。Language Arts，79(5)，415-424。  new window
28.Siegel, J.(2006)。Language ideologies and the education of speakers of marginalized varieties: Adopting a critical awareness approach。Linguistics and Education，17，157-174。  new window
29.Street, B. V.(1999)。New literacies in theory and practice: What are the implications for language in education。Linguistics and Education，10(1)，1-24。  new window
30.Szymanski, M. H.(2003)。Producing text through talk: Question-answering activity in classroom peer groups。Linguistics and Education，13(4)，533-563。  new window
31.Webster, A.、Caddick, B.、Reed, M.、Ford, K.(1999)。Functional versus critical literacy in the rehabilitation of offenders: A survey of probation services in England and Wales。International Journal of Lifelong Education，18(1)，49-60。  new window
32.Willis, A. I.、Harris, V. J.(2000)。Literacy learning and teaching。Reading Research Quarterly，35(1)，72-88。  new window
33.Willtt, J.、Solsken, J.、Wilson-Keenan, Jo-Anne(1999)。The (Im)possibilities of constructing multicultural language practice in research and pedagogy。Linguistics and Education，10(2)，165-218。  new window
34.李涵鈺、陳麗華(20051000)。社會重建主義及其對課程研究的影響初探。課程與教學，8(4)，35-56。new window  延伸查詢new window
35.Clarke, L. W.、Whitney, E.(2009)。Walking in their shoes: Using multiple- perspectives texts as a bridge to critical literacy。The Reading Teacher，62(6)，530-534。  new window
36.Fisher, A.(2008)。Teaching comprehension and critical literacy: investigating guided reading in three primary classrooms。Literacy，42(1)，19-28。  new window
37.Luke, A.、Freebody, P.(1999)。A Map of Possible Practices: Further notes on the Four Resources Model。Practically Primary，4(2)，5-8。  new window
38.歐用生(20021000)。快樂學習或安樂死？--體驗學習的批判教育學意涵。課程與教學，5(4)，107-123。new window  延伸查詢new window
39.郭丁熒(20050700)。「為何我們如此相近，卻又如此不同？」--從批判教學論談「關注差異」之教學文化。課程與教學，8(3)，41-54。new window  延伸查詢new window
40.李奉儒(20031200)。從教育改革的批判談教師作為實踐教育正義的能動者。臺灣教育社會學研究，3(2)，113-150。new window  延伸查詢new window
41.王慧蘭(20051200)。批判教育學：權力抗爭、文本政治和教育實踐。臺灣教育社會學研究，5(2)，85-112。new window  延伸查詢new window
42.李奉儒(20030900)。P. Freire的批判教學論對於教師實踐教育改革的啟示。教育研究集刊，49(3)，1-30。new window  延伸查詢new window
43.湯仁燕(20051000)。Paulo Freire批判解放導向的課程觀點及其啟示。課程與教學，8(4)，57-76。new window  延伸查詢new window
44.Huang, S. Y.(2011)。Reading "further and beyond the text': Student perspectives of critical literacy in EFL reading and writing。Journal of Adolescent & Adult Literacy，55(2)，145-154。  new window
45.林昱貞(20021200)。批判教育學在臺灣：發展與困境。教育研究集刊，48(4)，1-25。new window  延伸查詢new window
46.Beck, A. S.(2005)。A Place for Critical Literacy。Journal of Adolescent & Adult Literacy，48(5)，392-400。  new window
47.Lesley, M.(2001)。Exploring the links between critical literacy and developmental reading。Journal of Adolescent and Adult Literacy，45(3)，180-189。  new window
48.McLaughlin, M.、DeVoogd, G.(2004)。Critical literacy as comprehension: Expanding reader response。Journal of Adolescent & Adult Literacy，48(1)，52-62。  new window
49.Bourke, R. T.(2008)。First graders and fairy tales: one teacher's action research of critical literacy。The Reading Teacher，62(4)，304-312。  new window
50.Martin, J. R.(2009)。Genre and language: A social semiotic perspective。Linguistics and Education，20，10-21。  new window
會議論文
1.蕭昭君(1999)。成為學習識字的主人：提升低成就學童識字能力的行動研究。1999行動研究國際學術研討會，(會議日期: 1999年5月)。臺東縣：國立臺東師範學院。  延伸查詢new window
2.蕭昭君(2001)。不同生命世界的跨越如何可能？小學現場識字教育與社會正義的思考。九年一貫課程與多元文化教育學術研討會，(會議日期: 2001年12月)。花蓮縣：國立花蓮師範學院。  延伸查詢new window
3.簡良平(2013)。教師利用教室言說策略指導低年級弱勢學童閱讀思考之個案研究：發現語文識能與生活經驗的邂逅。亞洲的變革、發展及文化：從多角度出發學術研討會，(會議日期: 2013年3月)。香港：香港亞洲研究學會。  延伸查詢new window
圖書
1.Gee, J. P.(2011)。An introduction to discourse analysis: Theory and method。Routledge。  new window
2.Gee, J. P.(2004)。Situated language and learning: a critique of traditional schooling。NY。  new window
3.陳麗華(2008)。創意教學的理論與實踐：以社會學習領域為例。臺北市：鼎茂圖書。  延伸查詢new window
4.Greene, S.、Abt-Perkins, D.(2003)。Making race visible: Literacy research for cultural understanding。New York, NY：Teachers College Press。  new window
5.Hicks, D.(2002)。Reading lives: Working-class children and literacy learning。New York, NY：Teachers College Press。  new window
6.Morrell, E.(2008)。Critical literacy and urban youth: Pedagogy of access, dissent, and liberation。New York, NY：Routledge。  new window
7.簡良平(20120000)。弱勢者教育的觀察反省與行動改進：教師課程實踐經驗之探究。臺北：心理出版社。new window  延伸查詢new window
8.Gee, J.(1990)。Social linguistics and literacies: Ideology in discourse。New York。  new window
9.Gee, J. P.(1996)。Social Linguistics and Literacies: Iideology in Discourses。London, UK：Taylor & Francis：Falmer Press。  new window
10.Genette, Gérard、Lewin, Jane E.(1988)。Narrative Discourse Revisited。Cornell University Press。  new window
11.Holland, D.、Lachicotte, W.、Skinner, D.、Cain, C.(1998)。Identity and agency in cultural worlds。Cambridge, MA：Harvard University Press。  new window
12.Lankshear, C.(1994)。Critical literacy。Belconnen, Australia：Austrialian Curriculum Studies Association。  new window
13.甄曉蘭(2004)。課程理論與實務--解構理論與重建。臺北市：高等教育。  延伸查詢new window
14.Macdonell, Diane、陳墇津(1990)。言說的理論。臺北：遠流。  延伸查詢new window
15.陳原(2001)。語言與社會生活：社會語言學。臺北：臺灣商務印書館。new window  延伸查詢new window
16.Shor, Ira、Freire, Paulo(1987)。A pedagogy for liberation: dialogues on transforming education。South Hadley, Massachusetts：Westport, CT：Bergin & Garvey Publishers。  new window
17.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
18.Sonia, Nieto(2002)。Language, culture, and teaching: Critical perspectives for a new century。Mahwah, NJ：Lawrence Erlbaum。  new window
19.Ornstein, Allan C.、Hunkins, Francis P.、方德隆(2004)。課程基礎理論。臺北市：高等教育出版社。  延伸查詢new window
20.Freire, Paulo(1970)。Pedagogy of the Oppressed。New York：Seabury Press。  new window
21.McDaniel, C. A.(2006)。Critical literacy: A way of thinking, a way of life。New York, NY：Peter Lang。  new window
22.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
23.Street, B. V.(2001)。Literacy and development: Ethnographic perspectives。New York：Routledge。  new window
其他
1.Callins, T.(2006)。Culturally responsive literacy instruction，http://www.nccrest.org/Briefs/Literacy_final.pdf。  new window
2.Knobel, M.，Lankshear, C.(2002)。Critical cyberliteracies: What young people can teach us about reading and writing the world，http://www.geodties.eom/c.lankshear/cyberliteracies.html， 2004/09/01。  new window
圖書論文
1.Fairclough, N.(1992)。Introduction。Critical language awareness。London：Longman Group UK Limited。  new window
2.Cummins, J.(1994)。From coercive to collaborative relations of power in the teaching of literacy。Literacy across languages and culture。New York, NY：State University of New York。  new window
3.Freebody, P.、Luke, A.(2003)。Literacy as engaging with new forms of life: The "four roles" model。The literacy lexicon。New York, NY：Pearson Prentice Hall。  new window
4.Janks, J.(2001)。Identity and conflict in the critical literacy classroom。Negotiating critical literacies in classrooms。London England：LEA。  new window
5.Sahni, U.(2001)。Children appropriating literacy: Empowerment pedagogy from young children' perspective。Negotiating critical literacies in classrooms。London：LEA。  new window
6.Vasquez, V.(2009)。Constructing a critical curriculum with young children。Negotiating critical literacies in classroom。New York, NY：Routledge。  new window
7.Willinsky, J.(2008)。Of critical theory and critical literacy: Connections to the legacy of critical theory。Critical literacies in action: Social perspectives and teaching practice。Rotterdam, Nederlands：Sense。  new window
8.Shor, I.(1999)。What is critical literacy?。Critical literacy in action: Writing words, changing worlds。Portsmouth, NH：Boynton/Cook。  new window
9.莊明貞(20010900)。當前臺灣課程重建的可能性：一個批判教育學的觀點。課程改革：反省與前瞻。臺北：高等教育。  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：808（臺灣：787，外國：21） ／ 本年度總使用人次：2000451 ／ 訪客人次（自102年09月）：67808212
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上