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：閱讀理解策略融入國中社會學習領域教學之初探
書刊名：教育研究月刊
作者：侯秋玲／蔡曉楓
作者(外文)：Hou, Chiuling／Tsai, Hsiao Feng
出版日期：2016
卷期：269
頁次：頁60-77
主題關鍵詞：社會學習領域教學；教科書品質；閱讀理解策略；Social studies teaching；The quality of textbook；Reading comprehension strategies
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(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:164
  • 點閱點閱:67
本文為兩年期科技部計畫「國中社會學習領域多文本閱讀教學策略之建構與實施」之部分研究成果，研究者與新北市展翅國中（化名）三位社會教師進行一年的合作行動研究，於國中社會學習領域融入閱讀理解策略之教學，如字詞彙教學、背景知識、概念構圖和自我提問等，並蒐集教師的試行經驗與學生的回饋，以此探討閱讀策略融入社會學習領域的相關問題，以提升學生對學科內容之理解。研究結果發現，閱讀策略融入社會領域教學的成效深受教材書寫的影響，高度濃縮、目錄式的課文，有礙學生基本理解；學生背景知識與教科書之設定過於懸殊，難以運用閱讀策略去解決問題疑惑。為幫助學生奠足基本知識，而後能做理解和批判，建議在實施閱讀理解策略教學時，必須同時考量教材的品質，改善教科書的內容呈現方式，教師也可以改寫課文或補充其他可讀性較高的閱讀資料，以滿足學生的學習需求並提升學習成效。
In this two-year cooperative action research project, we researchers worked with three teachers at a junior high school in New Taipei City to explore of the possibilities of teaching reading comprehension strategies to promote students’ understanding of social studies subject matter. By incorporating reading comprehension strategies, such as vocabulary teaching, background knowledge, concept mapping and self-questioning into social studies teaching, we observed and recorded these teachers’ reflection on teaching, as well as their students’ learning process and responses during our intervention. Their feedback helped us to identify key factors that may affect the effectiveness of our project and helped us to determine whether these strategies work or not. We found that the students’ comprehension difficulties were mainly caused by the ill-designed social studies textbooks. Furthermore, the ill-designed social studies textbooks hindered the incorporation of reading comprehension strategies in social studies classes. Our findings indicated that the textbooks contain high proportion of tier two and tier three vocabulary, incomprehensible narratives of facts, and ill-structure of background knowledge explanation for students to achieve basic understanding. To solve these problems, we suggest that the quality of textbooks must be improved for students to understand. Teachers should learn how to identify students’ reading difficulties when reading textbooks, and based on their observation, they can rewrite the texts or supply other easier accessible texts when they teach reading comprehension strategies to promote students’ understanding of social studies subject matter.
期刊論文
1.柯華葳(1989)。課文與理解。華文世界，51，64-66。  延伸查詢new window
2.Rosenshine, B.、Meister, C.、Chapman, S.(1996)。Teaching students to generate questions: A review of the intervention studies。Review of Educational Research，66(2)，181-221。  new window
3.Hall, K. M.、Sabey, B. L.、McClellan, M.(2005)。Expository text comprehension: Helping primary-grade teachers use expository texts to full advantage。Reading Psychology，26(3)，211-234。  new window
4.Ogle, Donna M.(1986)。K-W-L: A teaching model that develops active reading of expository text。The Reading Teacher，39(6)，564-570。  new window
5.Carrell, P. L.(1985)。Facilitating ESL reading by teaching text structure。TESOL Quarterly，19(4)，727-752。  new window
6.柯華葳、陳冠銘(20041200)。文章結構標示與閱讀理解--以低年級學生為例。教育心理學報，36(2)，185-200。new window  延伸查詢new window
7.Taylor, B. M.、Beach, R. W.(1984)。The Effects of Text Structure Instruction on Middle-grade Students' Comprehension and Production of Expository Text。Reading Research Quarterly，19(2)，134-146。  new window
8.洪碧霞(20150800)。教科書的供應制度對高中歷史教科書編寫與教學的影響。臺灣教育評論月刊，4(8)，26-27。  延伸查詢new window
9.陳麗華(20081200)。評介「為學習而設計的教科書」[by Marilyn J. Chambliss and Robert C. Calfee]及其對我國中小學教科書設計與研究的啟示。教科書研究，1(2)，137-159。new window  延伸查詢new window
10.虞正浩、聞祝達(20080900)。國民中學社會科地理教學中地圖品質問題之探討--以區域地理教科書為例。地圖，18，15-24。new window  延伸查詢new window
11.Beck, I. L.、McKeown, M. G.(2002)。Questioning the author: Making sense of social studies。Educational Leadership，59(3)，44-47。  new window
12.Berkeley, S.、Marshak, L.、Mastropieri, M.、Scruggs, T.(2011)。Improving student comprehension of social studies test: A self-questioning strategy for inclusive school classes。Remedial and Special Education，32(2)，105-113。  new window
13.Englert, C. S.、Hiebert, E. H.(1984)。Children's developing awareness of text structure in expository materials。Journal of Educational Psychology，76，65-74。  new window
14.Fletcher, J. M(2006)。Measuring reading comprehension。Scientific Studies of Reading，10(3)，323-330。  new window
15.Graves, M. F.、Avery, P. G.(1997)。Scaffolding students' reading of history。Social Studies，88，134-139。  new window
16.Gilles, C.、Wang, T.、Smith, J.、Johnson, D.(2013)。"I'm no longer just teaching history", Professional development for teaching common core state standards for literacy in social studies。Middle School Journal，44(3)，34-43。  new window
17.Jones, B. F.、Pierce, J.、Hunter, B.(1988)。Teaching students to construct graphic representations。Educational Leadership，46(4)，20-25。  new window
18.Vaughn, S.、Swanson, E. A.、Roberts, G.、Wanzek, J.、Stillman-Spisak, S. J.、Solis, M.、Simmons, D.(2013)。Improving reading comprehension and social studies knowledge in middle school。Reading Research Quarterly，48(1)，77-93。  new window
19.柯華葳、范信賢(19900700)。增進國小社會科課文理解度之研究。國教學報，3，33-60。  延伸查詢new window
20.張貴琳、黃秀霜、鄒慧英(20100100)。從國際比較觀點探討臺灣學生PISA 2006閱讀素養表現特徵。課程與教學，13(1)，21-45。new window  延伸查詢new window
21.唐淑華(20111200)。眾聲喧嘩？跨界思維？--論「教學轉化」的意涵及其在文史科目教學上的應用。教科書研究，4(2)，87-120。new window  延伸查詢new window
22.Armbruster, B. B.、Anderson, T. H.、Ostertag, J.(1987)。Does text structure/summarization instruction facilitate learning from expository text?。Reading Research Quarterly，22(3)，331-346。  new window
23.甄曉蘭(20000100)。新世紀課程改革的挑戰與課程實踐理論的重建。教育研究集刊，44，61-90。new window  延伸查詢new window
24.Duffy-Hester, A. M.(1999)。Teaching struggling readers in elementary school classrooms: A review of classroom reading programs and principles for instruction。The Reading Teacher，52(5)，480-495。  new window
25.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
26.劉國兆(20131000)。升學主義、學校生活與課後補習：一群七年級國中生的課程觀。教育研究學報，47(2)，73-98。new window  延伸查詢new window
27.Shanahan, T.、Shanahan, C.(2008)。Teaching disciplinary literacy to adolescents: Rethinking content-area literacy。Harvard Educational Review，78(1)，40-59。  new window
28.陳珊華(20140200)。農村地區國中學生的文化資本與學習經驗之研究。教育研究月刊，238，64-78。new window  延伸查詢new window
29.Massey, D. D.、Heafner, T. L.(2004)。Promoting reading comprehension in social studies。Journal of Adolescent & Adult Literacy，48(1)，26-40。  new window
學位論文
1.洪麗卿(2002)。社會科概念構圖教學策略之建構(碩士論文)。國立花蓮師範學院。  延伸查詢new window
2.陳柔妤(2008)。應用直接教學法於地理調整文本閱讀教學成效之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
圖書
1.Beck, I. L.、McKeown, M. G.、Kucan, L.(2002)。Bringing words to life: Robust Vocabulary Instruction。New York, NY：Guilford Press。  new window
2.Aebersold, J. A.、Field, M. L.(1997)。From reader to reading teacher: Issues and strategies for second language classrooms。Cambridge。  new window
3.Richardson, J. S.、Morgan, R. F.、Fleener, C. E.(2012)。Reading to learn in the content areas。Wadsworth。  new window
4.黃鴻文(2003)。國民中學學生文化之民族誌研究。臺北市：學富文化事業有限公司。  延伸查詢new window
5.Robb, L.(2009)。Reading strategy lessons for science & social studies。New York, NY：Scholastic。  new window
6.Vacca, R. T.、Vacca, J. A. L.(2008)。Content area reading: Literacy and learning across the curriculum。Boston, MA：Pearson Allyn and Bacon。  new window
7.施添福(1983)。我國中學的地理教育：反省與展望。臺北：臺灣師範大學地理學系。  延伸查詢new window
8.歐用生(1989)。國民小學社會科教學研究。台北：師大書苑。  延伸查詢new window
9.教育部(2003)。國民中小學九年一貫課程綱要--社會學習領域。臺北：教育部。  延伸查詢new window
10.Neuman, William Lawrence(1997)。Social Research Methods: Qualitative and Quantitative Approaches。Allen & Unwin。  new window
11.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
圖書論文
1.Pressley, M.(2000)。What should comprehension instruction be the instruction of?。Handbook of Reading Reasearch。Mahwah, NJ：Erlbaum。  new window
2.陳麗華(2002)。教學策略與特性。社會學習領域課程設計與教學策略。臺北：師大書苑。  延伸查詢new window
3.Scardamalia, M.、Bereiter, C.(1985)。Fostering the development of self-regulation in children's knowledge processing。Thinking and learning skills: Research and open questions。Hillsdale, NJ：Lawreuce Erabaum Associate。  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：749（臺灣：741，外國：8） ／ 本年度總使用人次：2000451 ／ 訪客人次（自102年09月）：67793820
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