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題名:國中課堂教師口語鷹架特徵之探究:以英文課堂的師生對話分析為例
書刊名:臺北市立大學學報. 教育類
作者:李逢堅 引用關係
作者(外文):Lee, James Feng-chien
出版日期:2020
卷期:51:1
頁次:頁53-80
主題關鍵詞:課堂對話國中再述鷹架Classroom discourseJunior high schoolRevoicingScaffolding
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:36
  • 點閱點閱:2
期刊論文
1.Scott, P. H.、Mortimer, E. F.、Aguiar, O. G.(2006)。The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons。Science Education,90(4),605-631。  new window
2.Kaufman, D.(2004)。Constructivist issues in language learning and teaching。Annual Review of Applied Linguistics,24,303-319。  new window
3.Saye, J. W.、Brush, T.(2002)。Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments。Educational Technology Research and Development,50(3),77-96。  new window
4.Mayer, Richard E.(1979)。Can Advance Organizers Influence Meaningful Learning?。Review of Educational Research,49(2),371-383。  new window
5.Hughes, M.、Greenhough, P.(1995)。Feedback, adult intervention, and peer collaboration in initial Logo learning。Cognition and Instruction,13(4),525-539。  new window
6.Forman, E. A.、McCormick, D. E.、Donato, R.(1998)。Learning what counts as a mathematical explanation。Linguistics and Education,9(4),313-339。  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.蔡清田(19980700)。建構主義取向的課程設計。課程與教學,1(3),15-30+134。new window  延伸查詢new window
9.Green, S. K.、Gredler, M. E.(2002)。A review and analysis of constructivism for school-based practice。School Psychology Review,31(1),53-70。  new window
10.O'Connor, M. C.、Michaels, S.(1993)。Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy。Anthropology and Education Quarterly,24,318-335。  new window
11.Wells, G.(1993)。Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom。Linguistics and Education,5(1),1-37。  new window
12.van de Pol, Janneke、Volman, Monique、Beishuizen, Jos(2010)。Scaffolding in teacher-student interaction: A decade of research。Educational Psychology Review,22(3),271-296。  new window
13.郭實渝(20081200)。教學建構主義的哲學基礎。臺東大學教育學報,19(2),119-142。new window  延伸查詢new window
14.Sandoval, W. A.、Reiser, B. J.(2004)。Explanation-driven Inquiry: integrating conceptual and epistemic scaffolds for scientific Inquiry。Science Education,88,345-372。  new window
15.Butler, D. L.(1998)。In Search of the Architect of Learning: A Commentary on Scaffolding as a Metaphor for Instructional Interactions。Journal of Learning disabilities,31(4),374-385。  new window
16.Reiser, B. J.(2004)。Scaffolding complex learning: The mechanisms of structuring and problematizing student work。The Journal of the Learning Sciences,13(3),273-304。  new window
17.Sherin, B. L.、Reiser, B. J.、Edelson, D. C.(2004)。Scaffolding analysis: Extending the scaffolding metaphor to learning artifacts。The Journal of the Learning Sciences,13(3),387-421。  new window
18.Chen, Y. C.、Hand, B.、Norton-Meier, L.(2017)。Teacher roles of questioning in early elementary science classrooms: A framework promoting student cognitive complexities in argumentation。Research in Science Education,47(2),373-405。  new window
19.Burke, A.(2017)。An analysis of a teacher's use of revoicing during a third grade literature discussion。Literacy Research and Instruction,56,1-20。  new window
20.Crook, C.(1995)。On resourcing a concern for collaboration within peer interactions。Cognition and Instruction,13,541-547。  new window
21.Eckert, A.、Nilsson, P.(2017)。Introducing a symbolic interactionist approach on teaching mathematics: The case of revoicing as an interactional strategy in the teaching of probability。Journal of Mathematics Teacher Education,20,31-48。  new window
22.Ferris, S. J.(2014)。Revoicing: A tool to engage all learners in academic conversations。The Reading Teacher,67,353-357。  new window
23.Gillies, R. M.(2014)。Developments in classroom-based talk。International Journal of Educational Research,63,63-68。  new window
24.Herbel-Eisenmann, B.、Drake, C.、Cirillo, M.(2009)。"Muddying the clear waters": Teachers' take-up of the linguistic idea of revoicing。Teaching and Teacher Education,25,268-277。  new window
25.Howe, C.(2013)。Scaffolding in context: Peer interaction and abstract learning。Learning, Culture and Social Interaction,2,3-10。  new window
26.Howe, C.、Abedin, M.(2013)。Classroom dialogue: A systematic review across four decades of research。Cambridge Journal of Education,43,325-356。  new window
27.Mercer, N.、Dawes, L.(2014)。The study of talk between teachers and students, from the 1970s until the 2010s。Oxford Review of Education,40,430-445。  new window
28.Panselinas, G.、Komis, V.(2009)。"Scaffolding" through talk in groupwork learning。Thinking Skills and Creativity,4,86-103。  new window
29.Reinsvold, L. A.、Cochran, K. F.(2012)。Power dynamics and questioning in elementary science classrooms。Journal of Science Teacher Education,23,745-768。  new window
30.Saye, J. W.、Brush, T.(2004)。Scaffolding problem-based teaching in a traditional social studies classroom。Theory & Research in Social Education,32,349-378。  new window
31.Tabak, I.(2004)。Synergy: A complement to emerging patterns of distributed scaffolding。The Journal of the Learning Sciences,13(3),305-335。  new window
32.Tabak, I.、Baumgartner, E.(2004)。The teacher as partner: Exploring participant structures, symmetry, and identity work in scaffolding。Cognition and Instruction,22,393-429。  new window
33.Twiner, A.、Littleton, K.、Coffin, C.、Whitelock, D.(2014)。Meaning making as an interactional accomplishment: A temporal analysis of intentionality and improvisation in classroom dialogue。International Journal of Educational Research,63,94-106。  new window
34.Vacca, J. S.(2008)。Using scaffolding techniques to teach a social studies lesson about buddha to sixth graders。Journal of Adolescent & Adult Literacy,51,652-658。  new window
35.Van de Pol, J.、Elbers, E.(2013)。Scaffolding student learning: A micro-analysis of teacher-student interaction。Learning, Culture and Social Interaction,2(1),32-41。  new window
36.Yifat, R.、Zadunaisky-Ehrlich, S.(2008)。Teachers' talk in preschools during circle time: The case of revoicing。Journal of Research in Childhood Education,23,211-226。  new window
37.Kop, R.、Hill, A.(2008)。Connectivism: Learning theory of the future or vestige of the past?。The International Review of Research in Open and Distributed Learning,9(3),1-13。  new window
圖書
1.Cazden, Courtney B.(2001)。Classroom discourse: The language of teaching and learning。Heinemann。  new window
2.Gee, J. P.(2014)。An introduction to discourse analysis: Theory and method。Routledge。  new window
3.Newman, Denis、Griffin, Peg、Cole, Michael(1989)。The Construction Zone: Working for Cognitive Change in School。Cambridge University Press。  new window
4.王煥琛、柯華葳(1999)。青少年心理學。台北:心理。  延伸查詢new window
5.Tang, M.、Karunanithi, A. T.(2018)。Advanced concept maps in STEM education: Emerging research and opportunities。Hershey, PA:Information Science Reference。  new window
6.Torres, P. L.、Marriott, R. C. V.(2010)。Handbook of research on collaborative learning using concept mapping。Hershey, PA:Information Science Reference。  new window
7.Mayer, Richard E.、林清山(1997)。教育心理學--認知取向。臺北:遠流。  延伸查詢new window
8.Erickson, H. Lynn、Lanning, Lois A.、French, Rachel、劉恆昌(2018)。創造思考的教室--概念為本的課程與教學。心理。  延伸查詢new window
9.佐藤學、黃郁倫(2014)。學習革命的願景:學習共同體的設計與的實踐。天下。  延伸查詢new window
圖書論文
1.Hannafin, M.、Land, S.、Oliver, K.(1999)。Open learning environments: Foundations, methods, and models。Instructional-design theories and models: A new paradigm of instructional theory。Mahwah, NJ:Lawrence Erlbaum Associates。  new window
2.O'Connor, M. C.、Michaels, S.(1996)。Shifting participant frameworks: orchestrating thinking practices in group discussion。Discourse, learning, and schooling。Cambridge University Press。  new window
3.Reiser, B. J.、Tabak, I.、Sandoval, W. A.、Smith, B. K.、Steinmuller, F.、Leone, A. J.(2001)。BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms。Cognition and instruction: Twenty-five years of progress。Mahwah, NJ:Lawrence Erlbaum Associates Publishers。  new window
 
 
 
 
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