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題名:外語教學面面觀﹣﹣從後設認知教學觀談改變中的英語閱讀教學
書刊名:教育研究月刊
作者:周碩貴
出版日期:1992
卷期:23
頁次:頁34-39
主題關鍵詞:外語後設認知英語教學閱讀
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(0) 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:0
  • 共同引用共同引用:0
  • 點閱點閱:45
期刊論文
1.Casanave, C. P.(1988)。Comprehension monitoring in ESL reading: A neglected essential。TESOL Quarterly,22(2),283-302。  new window
2.Paris, S. G.、Jacobs, J. E.(1984)。The benefits of informed instruction for children's reading awareness and comprehension skills。Child Development,55,2083-2093。  new window
3.Carrell, P. L.(1989)。Metacognitive awareness and second language reading。The Modern Language Journal,73(2),121-134。  new window
4.Carrell, P. L.、Pharis, B. G.、Liberto, J. C.(1989)。Metacognitive strategy training for ESL reading。TESOL Quarterly,23(4),646-678。  new window
5.郭靜姿(19910300)。學習動機、策略運用與後認知能力之相關探討及其所建構而成之後設理解模式在資優教學上的運用。資優教育,38,9-15。  延伸查詢new window
6.Duffy, G. D.、Roehler, L. R.(1987)。Teaching reading skills as strategies。The Reading Teacher,39,414-418。  new window
7.Duffy, G. D.、Roehler, L. R.、Herrmann, B. A.(1988)。Modeling mental processes helps poor readers become strategic readers。The Reading Teacher,40,762-767。  new window
8.Flavell, J. H.(1979)。Metacognitive and cognitive monitoring。American Psychologist,34,906-911。  new window
9.Gambrell, L. B.、Bales, R. J.(1987)。Mental imagery and the comprehension monitoring performance of fourth and fifth grade poor readers。Reading Research Quarterly,21,454-564。  new window
10.Garner, R.、Kraus, C.(1982)。Good and poor comprehenders' differences in knowing and regulating reading behaviors。Educational Research Quarterly,6,5-12。  new window
11.Garner, Ruth、Taylor, Nancy(1982)。Monitoring of Understanding: An Investigation of Attentional Assistance Needs at Different Grade and Reading Proficiency Levels。Reading Psychology,3(1),1-6。  new window
12.Grabe, M.、Mann, S.(1984)。A technique for the assessment and training of comprehension monitoring skills。Journal of Reading Behavior,16,131-144。  new window
13.Herrmann, B. A.(1988)。Two approaches for helping poor readers become more strategic。The Reading Teacher,40,24-28。  new window
14.Miller, G. E.(1987)。The influence of self-instruction on the comprehension monitoring performance of average and above average readers。Journal of Reading Behavior,19,303-316。  new window
15.Paris, S. G.、Oka, E. R.(1986)。Childrer's reading strategies, metacognition, and motivation。Developmental Review,6,25-56。  new window
16.Duffy, G. G.、Roehler, L.、Meloth, M. S.、Vavrus, L. G.、Wesselman, R.、Putman, J.、Bassiri, D.(1986)。The relationship between explicit verbal explanations during reading skill instruction and student awareness and achievement: A study of reading teacher effects。Reading Research Quarterly,21(3),237-252。  new window
17.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
會議論文
1.謝燕隆(1987)。組織體系理論、閱讀過程與電腦。中華民國第三屆英語文教學研討會,101-113。  延伸查詢new window
圖書
1.Harris, A. J.、Sipay, E. R.(1985)。How to increase reading ability: A guide to developmental and remedial methods。New York:Longman。  new window
2.Irvin, J. W.(1986)。Teaching reading comprehension processes。New Jersey City:Prentice-Hall。  new window
單篇論文
1.Herrmann, B. A.(1988)。Cognitive and metacognitive goals for middle school reading instruction。  new window
2.Leslie, L.(1989)。Research into practice。  new window
圖書論文
1.Baker, L.、Brown, A. L.(1984)。Cognitive monitoring in reading。Understanding reading comprehension: Cognition, language and the structure of prose。International Reading Association。  new window
2.Winograd, P.、Hare, V. C.(1988)。Direct instruction of reading comprehension strategies: The nature of teacher explanation。Learning and study strategies: Issues in assessment instruction and evaluation。Academic Press。  new window
3.Baker, L.、Brown, A. L.(1984)。Metacognitive skills and reading。Handbook of reading research。New York, NY:Longman。  new window
4.Flavell, J. H.(1981)。Cognitive monitoring。Children's oral communication skills。New York:Academic Press。  new window
 
 
 
 
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