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題名：大學說明文讀寫整合教學方案成效評估
書刊名：課程與教學
作者：陳靖文／黃秀霜 引用關係
作者(外文)：Chen, Ching-wen／Huang, Hsiu-shuang
出版日期：2018
卷期：21:1
頁次：頁159-190
主題關鍵詞：說明文；讀寫整合；批判性說明文本；Expository；Integrated literacy；Critical expository text
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 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:30
  • 點閱點閱:11
本研究在建置「大學說明文讀寫整合教學方案」，並評估此方案與未整合讀寫的教學方案對學生學習說明文讀寫之成效差異。參與研究之對象為兩班大一新生，研究採準實驗研究法之不等組前後測設計。結果顯示：（1）在「語文素養檢測」閱讀與寫作測驗方面，實驗組皆顯著優於控制組，兩組的差異主要表現在批判性文本的閱讀與寫作。（2）在「說明文寫作評量」方面，實驗組在「組織、發展與支持」以及「語言句法與應用能力」表現顯著優於控制組。（3）在「說明文讀寫整合教學回饋問卷」方面，高比例的實驗組學生肯定說明文讀寫整合教學方案對其提升讀寫能力的成效。實驗結果顯示，整合讀寫教學的「大學說明文讀寫整合教學方案」優於未整合讀寫的方案。本文依據上述研究成果加以討論，並針對大學說明文的讀寫教學規劃與未來研究提出建議。
The purpose of this study is to design the ＂Teaching College Integrated Literacy Expository Curriculum Program＂ and investigate the changes in competency between two classes of freshmen of a University in relation to reading and writing. The research implemented a quasi-experimental research. The results indicate that (1) the post-test scores in relation to the ＂Literacy Test＂ in the critical reading and writing text of the experimental group were significantly higher than the control group; (2) the post-test scores in relation to the ＂Expository writing assessment＂ of the experimental group were significantly higher than the control group in the organization, development and support, and language syntax and application ability; (3) the experimental group of students positive affirmation ＂Teaching College Integrated Literacy Expository Program＂ to enhance literacy ability at the feedback questionnaire. The research concluded that the ＂Teaching College Integrated Literacy Expository Program＂ is better than the non-integrated one. According to the results, this research also presents suggestions for designing curriculum, teaching plans and future research.
期刊論文
1.Wang, D. H.(2009)。Factors affecting the comprehension of global and local main idea。Journal of College Reading and Learning，39(2)，34-52。  new window
2.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
3.Meyer, B. J. F.、Poon, L. W.(2001)。Effects of structure training and signaling on recall of text。Journal of Educational Psychology，93，141-159。  new window
4.Spiegel, G. F. Jr.、Barufaldi, J. P.(1994)。The effects of a combination of text structure awareness and graphic postorganizers on recall and retention of science knowledge。Journal of Research in Science Teaching，31(9)，913-932。  new window
5.柯華葳(2012)。如何讀懂論情說理的文體。親子天下，特刊。  延伸查詢new window
6.Anderson, N. L.、Briggs, C.(2011)。Reciprocity between reading and writing: Strategic processing as common ground。The Reading Teacher，64(7)，546-549。  new window
7.DeFord, D. E.(1994)。Early writing: Teachers and children in reading recovery literacy。Teaching and Learning，1(1)，31-56。  new window
8.Fang, Z.(2008)。Going beyond the Fab Five: Helping students cope with the unique linguistic challenges of expository reading in intermediate grades。Journal of Adolescent & Adult Literacy，51(6)，476-487。  new window
9.Fitzhugh, W.(2006)。Where's the content?。Educational Leadership，64(2)，42-47。  new window
10.Hryniuk-Adamov, C.(2008)。Classroom materials。Journal of Adolescent & Adult Literacy，52(2)，178-180。  new window
11.Martino, N. L.、Morris, J. A.、Hoffman, P. R.(2001)。Reading comprehension instruction - Effects of two types。Journal of Developmental Education，25(1)，2-12。  new window
12.Moore, D. W.、Bean, T. W.、Birdyshaw, D.、Rycik, J. A.(1999)。Adolescent literacy. A position statement。Journal of Adolescent & Adult Literacy，43，97-112。  new window
13.陳海泓(20110600)。說明文體的閱讀理解教學。教師天地，172，28-36。  延伸查詢new window
14.Fitzgerald, J.、Shanahan, T.(2000)。Reading and writing relations and their development。Educational Psychologist，35(1)，39-50。  new window
15.Graesser, A. C.、Singer, M.、Trabasso, T.(1994)。Constructing Inferences during Narrative Text Comprehension。Psychological Review，101(3)，371-395。  new window
16.Parodi, Giovanni(2007)。Reading-writing connections: Discourse-oriented research。Reading and Writing，20(3)，225-250。  new window
會議論文
1.Applebee, A. N.(1979)。Trends in written composition。The Midwest School Improvement Forum。Milwaukee, WI。  new window
研究報告
1.柯華葳、戴浩一、曾玉村、曾淑賢、劉子鍵、辜玉旻、周育如(2010)。公民語文素養指標架構研究 (計畫編號：NSC 98-2511-S-008-010)。桃園縣：國立中央大學學習與教學研究所。  延伸查詢new window
2.Applebee, A.、Langer, J.、Mulis, I.(1985)。The reading report card。Princeton, NJ：Educational Testing Service。  new window
學位論文
1.王萬儀(2010)。現代白話文寫作類型研究(博士論文)。國立清華大學。new window  延伸查詢new window
2.楊裕貿(2011)。議論文讀寫整合教學對國小學童閱讀與寫作成效之研究(博士論文)。國立臺中教育大學。new window  延伸查詢new window
3.陳鳳如(1999)。閱讀與寫作整合的寫作歷程模式驗證及其教學效果之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
4.高敬堯(2013)。大學應用文讀寫結合模式教學成效研究(博士論文)。國立臺中教育大學。new window  延伸查詢new window
5.Hawes, S.(2013)。Integrating reading and writing instruction through close reading and writing revision(碩士論文)。California State University，California。  new window
6.Weaver, J. A.(2010)。Text structure knowledge of pre-service teachers(碩士論文)。The Pennsylvania State University，Pennsylvania。  new window
圖書
1.Norris, J. A.、Hoffman, P. R.(1993)。Whole language intervention for school-age children。San Diego, California：Singular Publishing Group, Inc.。  new window
2.Dymock, S. J.、Nicholson, T.(1999)。Reading comprehension: What is it? How do you teach it?。Wellington：New Zealand Council for Educational Research。  new window
3.Sweet, A. P.、Snow, C. E.(2003)。Rethinking reading comprehension。New York：Guilford。  new window
4.Marzano, Robert J.、Paynter, Diane E.、王瓊珠(2003)。讀寫新法：幫助學生學習讀寫技巧。臺北：高等教育。  延伸查詢new window
5.Rosenblatt, Louise M.(1978)。The Reader, The Text, The Poem: The Transactional Theory of the Literary Work。Southern Illinois University Press。  new window
6.Calkins, L.(1994)。The art of teaching writing。Portsmouth, NH：Heinemann。  new window
7.張清榮(1997)。巧思妙手之錦文：各種文章寫作指導。臺北市：幼獅。  延伸查詢new window
8.曾祥芹、張復琮(1992)。文體閱讀法。河南：大象。  延伸查詢new window
9.Brooks, Cleanth、Warren, Robert Penn(1979)。Modern rhetoric。New York, NY：Harcourt Brace Jovanovich。  new window
10.Pressly, M.(2002)。Reading instruction that works: The case for balanced teaching。New York, NY：Guilford。  new window
其他
1.教育部(2008)。獎勵大學教學卓越計畫--緣起與宗旨，http://www.csal.fcu.edu.tw/edu/QA.aspx， 。  延伸查詢new window
2.Brunton, K. A.(2009)。Linking the reading and writing process to enhance student's writing development，http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.466.4993&rep=rep1&type=pdf。  new window
3.The California State University(2007)。Focus on English，http://www.calstate.edu/ar/ept.pdf。  new window
4.Holschuh, J. P.，Paulson, E. J.(2013)。The terrain of college developmental reading，http://www.nade.net/site/documents/breaking%20news/ The TerrainofCollege91913.pdf。  new window
5.UNESCO(2004)。The plurality of literacy and its implications for policies and programmes: UNESCO education sector position paper，http://unesdoc.unesco.org/images/0013/001362/136246e.pdf。  new window
圖書論文
1.Oakhill, J. V.、Yuill, N.(1996)。Higher order factors in comprehension disability: Processes and remediation。Reading comprehension difficulties: Processes and Intervention。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
2.Duke, N. K.、Pearson, P. D.、Strachan, S. L.、Billman, A. K.(2011)。Essential elements of fostering and teaching reading comprehension。What research has to say about reading instruction。International Reading Association。  new window
3.Tierney, R. J.、Shanahan, T.(1991)。Research on the reading-writing relationship: Interactions, transactions, and outcomes。Handbook of reading research。New York：Longman。  new window
4.Dymock, S. J.(1998)。A comparison study of the effects of text structure training, reading practice, and guided reading on reading comprehension。47th yearbook of the National Reading Conference。Chicago, IL：National Reading Conference。  new window
5.Richgels, D. J.、McGee, L. M.、Slaton, E. A.(1989)。Teaching expository text structure in reading and writing。Children's comprehension of text - Research into practice。Newark, DE：International Reading Association。  new window
6.Sadoski, M.、Paivio, A.(1994)。A dual coding view of imagery and verbal processes in reading comprehension。Theoretical models and processes of reading。Newark, DE：IRA。  new window
 
 
 
 
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