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題名：「指導--合作學習」策略應用於國小閱讀教學之理論探討
書刊名：臺中師院學報
作者：陳淑娟
作者(外文)：Chen, Shu-chuan
出版日期：1997
卷期：11
頁次：頁65-112
主題關鍵詞：指導；合作學習；國小；閱讀教學
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(2) 博士論文(0) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:138
  • 點閱點閱:32
　　　　　本研究旨在從閱讀的理論、閱讀理解與理解策略、「指導教學」與「合作學習」 優缺點之分析後，建構「指導 - 合作學習」教學策略， 提供國民小學閱讀教學之參考，以 增進國小學童閱讀理解能力。 在「指導 - 合作學習」教學策略下， 其教學過程是先以 Rosenshine (1986) 的「明確教學」內涵為主，程序採用 Winograd & Hare (1988) 所提出 的教師解釋成分：「策略是什麼」 (what )，「為何要用」 (why)，「如何使用」 (how)， 「什麼時候與什麼地方用」 (when & where) 及「如何評量」 (how to evaluate) 等。 其 次以 Slavin (1987) 的「合作學習」內涵為主， 參照其 1990 年發展的「合作統整閱讀與 寫作模式」 (Cooperative Integrated Reading and Composition)， 簡稱 CIRC 模式 )； 包括面對面的互動、小組獎賞、個別績效與相等成功的機會。由高中低不同語文能力者共四 人所組成的合作情境學習中，相互資源，共享成果。最後，經由課程檢核表與策略評量表作 答中，達到自我回饋的效果。 「指導 - 合作學習」教學策略兼顧了認知性與情感性目標， 在師生有結構性的交互作用，不權威又含有愉快的學習氣氛下，進行閱讀策略的教學，將使 班級內之個別差異減到最低。
　　　　　The purpose of this study was to construct the "Directive-Cooperative Learning" teaching strategy which from the analysis of literature reading theories, reading comprehension and comprehensive strategies, strengths and weaknesses of the "direct instruction" and "cooperative learning". The "Directive-Cooperative Learning" strategy was expected to apply to elementary school reading teaching in order to improve students' reading comprehensive ability. The idea of teaching process of the "Directive-Cooperative Learning" strategy was basis on Rosenshine's "explicit teaching", and Slavin's model of "Cooperative Integrated Reading and Composition". Slavin's cooperative model included face to face interaction, team rewards, individual accountability, equal opportunities for success. The directive procedure used the elements of teacher's explanation proposed by "Winograd & Hare", which included "what is strategy", "when and where to use the strategy", "how to use the strategy", "when and where to use the strategy", and "how to evaluate the strategy". It was expected that under the directive-cooperative Learning condition which small groups were grouped by four students whose verbal ability were different, students' comprehensive ability would improve through group members' acting as interesouces and sharing products each other. The "Directive-Cooperative Learning" teaching strategy, emphasized both cognitive and affective goals. It's teaching structure was characterized by the fact that there are no authority but pleasure of the learning atmosphere. This kind of reading teaching was expected to reduce individual differences in classroom.
期刊論文
1.李錫津(1990)。合作學習之實施。教師天地，48-54。  延伸查詢new window
2.Sears, S.、Carpenter, C.、Burstein, N.(1994)。Meaningful reading instruction for learners with special needs。The Reading Teacher，47(8)，632-638。  new window
3.Dole, Janice A.、Duffy, Gerald G.、Roehler, Laura R.、Pearson, P. David(1991)。Moving from the Old to the New: Research on Reading Comprehension Instruction。Review of Educational Research，61(2)，239-264。  new window
4.邱上真(19910700)。學習策略教學的理論與實際。特殊教育與復健學報，1，1-49。new window  延伸查詢new window
5.陳李綢(19881200)。學習策略的研究與教學。資優教育，29，15-24。  延伸查詢new window
6.賴春金、李隆盛(19920800)。合作學習的教學策略。中等教育，43(4)，87-91。new window  延伸查詢new window
7.DeWitz, P.、Carr, E. M.、Patberg, J. P.(1987)。Effects of inference training on comprehension and comprehension monitoring。Reading Research Quarterly，22(1)，99-121。  new window
8.Slavin, R. E.(1987)。Cooperative learning: Can students help students learn?。Instructor，1987(Mar.)，74-78。  new window
9.Alvermann, D. E.(1988)。Effect of spontaneous and induced look-backs on self-perceived high- and low- ability comprehenders。Journal of Educational Research，81(6)，325-33。  new window
10.Armbruster, B. B.(1986)。Schema theory and the design of content-area textbooks。Education Psychologist，21(4)，253-267。  new window
11.Brown, A.、Campions, J.、Day, J.(1981)。Learning to learn: on training students to learn from text。Educational Reseacher，10，14-21。  new window
12.Craik, F.、Lockhart, R.(1972)。Levels of processing: a framework for memory research。Journal of Verbal Learning and Verbal Behavior，11(6)，671-684。  new window
13.Gallengo, M.、Hollingsworth, S.(1992)。Multiple Literacies: Teacher's evolving perceptions。Language Arts，69(3)，206-213。  new window
14.Gambrell, L. B.、Bales, R. J.(1986)。Mental imagery and the comprehension monitoring performance of fourth and fifth grade poor readers。Reading Research Quarterly，21(4)，454-464。  new window
15.Good, T. L.(1979)。Teacher effectiveness in the elementary school. What we know about it now。Journal of Teacher Education，30，52-64。  new window
16.Good, T. L.、Grouws, D.(1979)。The Missouri mathematics effectiveness project: An experimental study in fourth grade classroom。Journal of Educational Psychology，71，355-362。  new window
17.Greenlaw, M. J.(1992)。A Literature approach to teaching about the Middle Ages。Language Arts，69(3)，200-204。  new window
18.Kiaune, J. A.(1992)。Poetry in the Middle School。English Journal，81(3)，70-71。  new window
19.Hillocks, G.(1984)。What works in teaching composition: A metaanalysis of experimental treatment studies。American Journal of Education，93，133-170。  new window
20.Heymsfeld, C. R.(1992)。The remedial child in the whole-language cooperative classroom。Reading and Writing Quarterly Overcoming Learning Difficulties，8(3)，257-273。  new window
21.Nattiv, A.(1994)。Helping Behaviors and Math Achievement Gain of Students Using Cooperative Learning。The Elementary School Journal，94(3)，285-297。  new window
22.Maggs, A.、Maggs, R. K.(1979)。Direct instruction research in Australia。American Journal of Special Education Technology，3(2)，26-33。  new window
23.Roehler, L. R.、Duffy, G. G.(1982)。Matching Direct Instruction to Reading Outcomes。Language Arts，59，476-480。  new window
24.Ronsculp, E. E.、Maring, G. H.(1992)。Portfolions for a community of learners。Journal of Reading，35(5)，378-85。  new window
25.Slavin, R. E.、Karweit, N.(1985)。Cognitive and affective outcomes of an intensive student team learning experience。Journal of Experimental Education，50，29-35。  new window
26.Singer, H.、Donlan, D.(1982)。Active comprehension: Problem solving schema with question generation for comprehension of complex short stories。Reading Research Quarterly，17，166-184。  new window
27.Venezky, R. L.(1967)。English orthography: Its graphical structure and its relation to sound。Reading Research Quarterly，2，75-105。  new window
28.Stone, T. J.(1993)。Whole-Language Reading Processes from a Vygotskian Perspective。Child & Youth Care Forum，22(5)，361-373。  new window
29.Wasik, B. A.、Slavin, R. E.(1993)。Preventing early reading failure with one-to-one tutoring: A review of five programs。Reading Research Quarterly，28(2)，178-200。  new window
30.Stevens. K.(1981)。Chunking material as aid to reading comprehension。Journal of reading，25，126-129。  new window
31.Slavin, R. E.、Madden, N. A.、Dolan, L. J.、Wasik, B. A.、Ross, S. M.、Smith, L. J.(1994)。"Whenever and Wherever We Choose..." The Replication of Success for All。Phi Delta Kappan，75(8)，639-647。  new window
32.Wittrock, M.(1974)。Learning as a generative process。Educational Psychologist，11，87-95。  new window
33.Wiersema, B.、Van Oudenhoven, J. P.(1992)。Effects of cooperation on spelling achievement at three age levels-grades 2,4 and 6。European Journal of Psychology of Education，7(2)，95-108。  new window
34.張淑美(19920600)。「大家一起來，學得快又好」--合作學習教學模式。國立編譯館通訊，5(4)=17，43-45。  延伸查詢new window
35.盧富美(19921000)。談合作學習及其教學流程。教師之友，33(4)，3-8。  延伸查詢new window
36.Rosenshine, Barak V.(1986)。Synthesis of research on explicit teaching。Educational Leadership，43(7)，60-69。  new window
會議論文
1.鄭昭明(1986)。知識的傳遞與認知歷程。認知與學習研討會。行政院國家科學委員會。51-70。  延伸查詢new window
2.Forrest, D. L.、Waiier, T. G.(1979)。Cognitive and meta-cognitive aspects of reading。The meeting of the society for research in child development。San Francisco, CA。  new window
學位論文
1.林佩璇(1992)。臺灣省高級職業學校合作學習教學法實驗研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.林秀娟(1993)。動態評量結合試題反應理論在空間視覺學習潛能評量之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.胥彥華(1989)。學習策略對國小六年級學生閱讀效果之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
4.郭靜姿(1992)。閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力之成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.曹秀美(1990)。國小聽障學生與普通學生句型理解能力之比較研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.楊芷芳(1994)。國小不同後設認知能力兒童的閱讀理解能力與閱讀理解策略之研究(碩士論文)。國立台中師範學院。  延伸查詢new window
7.張寶珠(1992)。後設認知訓練團體對國中英語低閱讀能力學生之輔導效果研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
8.張瑛玿(1994)。自我發問策略對國小學生的閱讀理解與自我發問能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
9.曾素梅(1992)。學習技巧訓練對臺灣師大一年級僑生的輔導效果之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
10.鄭涵元(1994)。詞的閱讀學習策略對國小兒童閱讀理解影響效果之實驗研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
11.藍慧君(1991)。學習障礙兒童輿普通兒童閱讀不同結構文章之閱讀理解輿理解策略的比較研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
12.劉錫麒(1991)。合作反省思考的數學解題教學模式及其實徵研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
13.蘇宜芬(1991)。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
14.曾陳密桃(1990)。國民中小學生的後設認知及其與閱讀理解之相關研究(博士論文)。國立政治大學。new window  延伸查詢new window
圖書
1.林清山(1990)。教育心理學--認知取向。台北：遠流出版社。  延伸查詢new window
2.李鴻生(1989)。三民主義教育本質之研究。台北：中正書局。  延伸查詢new window
3.林清江(1975)。教育社會學。台北：國立編譯館。  延伸查詢new window
4.張必隱(1992)。閱讀心理學。北京師範大學出版社。  延伸查詢new window
5.賈馥茗(1980)。教育概論。台北：五南圖書公司。  延伸查詢new window
6.黃希庭、李文權、張慶林(1992)。認知心理學。台北：五南圖書公司。  延伸查詢new window
7.廖鳳池、陳美芳、胡致芬、王淑敏、黃宜敏、Gidson, Janice T.、Chandler, Louis A.(1991)。教育心理學。台北：心理出版社。  延伸查詢new window
8.Ausubel, D. P.、Novak, J. D.、Hanesian, H.(1978)。Educational Psychology: A cognitive view。Holt, Rinehart & Winston。  new window
9.Devine, T. G.(1987)。Teaching study skills。Allyn & Bacon。  new window
10.Ekwall, E. E.、Shanker, J. L.(1989)。Teaching reading in the elementary school。Columbus, Ohio：Merrill Publishing Company。  new window
11.Gamer, R.(1988)。Metacognition and reading comprehension。Norwood, NJ：Ablex。  new window
12.Goodman, K.(1973)。Psycholinguistic nature of the reading process。Detroit：Wayne State University Press。  new window
13.Harris, A. J.、Sipay, E. R.(1990)。How to Increase Reading Ability-A Guide to Developmental & Remedial Methods。NY：Longman。  new window
14.Johnson, D. W.、Jounson, R. T.(1987)。Structuring cooperative learning: learning teachers: The 1987 handbook of lessons plans for teachers。Edina, MN：Interation Book Company。  new window
15.Hunter, M.(1982)。Mastery teaching。El Segundo, CA：TIP Publications。  new window
16.Lapp, D.、Flood, J.(1992)。Teaching Reading to Every Child。NY：Macmillan Publishing Company。  new window
17.Reynolds, C. R.、Mann, L.(1987)。Encyclopedic of special education。New York：John wiley sons。  new window
18.Slavin, R. E.(1985)。Learning to cooperate, cooperating to learn。NY：Plenum。  new window
19.Woolfolk, A. E.(1990)。Educational Psychology。New Jersey：Prentice-Hall。  new window
20.張春興(1991)。現代心理學。東華書局。  延伸查詢new window
21.林清山(1992)。心理與教育統計學。東華書局。  延伸查詢new window
22.張春興(1994)。教育心理學。臺北市：東華書局。  延伸查詢new window
23.鍾聖校(1990)。認知心理學。台北：心理。  延伸查詢new window
24.Gagné, Ellen D.(1985)。The Cognitive Psychology of School Learning。Little, Brown and Company。  new window
25.鄭麗玉(1993)。認知心理學。五南。  延伸查詢new window
圖書論文
1.Clay, M. M.、Cazdenc, B.(1990)。A Vygotskian interpretation of Reading Recovery。Vygotsky and Education。Cambridge：Cambridge University Press。  new window
2.Flavell, J. H.(1978)。Speculations about the nature and development of metacognition。Metacognition, motivation and understanding。Stuttgart：Kohlhammer。  new window
3.Rosenshine, B. V.(1979)。Content, time, and direct instruction。Research on teaching。McCutchan Publishing Corporation。  new window
4.Rosenshine, B.、Stevens, R.(1986)。Teaching functions。Handbook of research on teaching。New York：Macmillan。  new window
5.Slavin, R. E.(1990)。Comprehensive cooperative learning models: Embedding cooperative learning in the curriculum and the school。Cooperative Learning Theory and research。NY：Praeger。  new window
6.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。San Diego, CA：Academic Press。  new window
 
 
 
 
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