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題名：國民小學國語故事體課文摘寫大意的教學過程之分析
書刊名：臺東師院學報
作者：吳英長
作者(外文)：Wu, Ying Charge
出版日期：1998
卷期：9
頁次：頁149-184
主題關鍵詞：故事文體；摘寫大意；後設認知策略；教學設計；Story grammar；Summary writing；Metacognitive strategy；Instructional design
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(20) 博士論文(9) 專書(1) 專書論文(0)
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  • 點閱點閱:180
　　　　　 本論文的目的是在分析國語故事體課文摘寫大意的教學過程。 大意既是閱讀（ Reading ），也是作文（ Writing ）的工作。 因此進行教學時，首先將此類課文做符合「 故事文法」的教材分析， 然後依 Gagne 教學事件九歷程安排成教學活動設計，此設計又把 大意做為一種技巧或策略加以分開。這樣的教學流程使摘寫大意的教學能實踐國語科混合教 學的精神，一篇大意的短文實際上就是以讀書為核心，並聯絡說話和作文。這種大意教學奠 定了整個國語科教學流程的基礎，使其後的各項教學活動不流至於支離破碎。 摘取大意除了後設認知策略之外，還需輔以機動策略，才能使程度好的學生達到「迅速瀏覽 ，了解大意」的課程目標。值得注意的，本論文所指的大意教學流程，剛開始至少需要兩節 課的時間，才能推展完成。有關的教學細節及建議事項本論文將逐一討論。
　　　　　This study analyzed the teaching processes of summary writing for story text. Summarization a text can be conceptualized both as a reading task and as a writing task. This paper suggested teachers to analyzed the story grammar of a given text first, then transformed the results into teaching activities based on the model of Gagne's instruction events. The teaching activities are composed elements from two different of view: summarization as a skill and summarization as a strategy. The teaching of summarization a story should focus on reading, and combines writing and speaking. The combination of reading, speaking, and writing best represents the ethos of language arts in our primary school. To achieve the curriculum goals of scanning and comprehension, teachers have to activate the motivation of students in the teaching of summary writing, besides the metacognitive strategies. An unit of typical summary writing teaching usually takes two 40-minute consecutive periods. The details of relatecd instructional events and suggestions were discussed in this paper.
期刊論文
1.吳英長(19971000)。「老鼠變老虎」．「誤解與無解」。國教之聲，31(1)，22-27。  延伸查詢new window
2.Pearson, P. David、Gallagher, Margaret C.(1983)。The instruction of reading comprehension。Contemporary Educational Psychology，8(3)，317-345。  new window
3.Shanahan, T.(1988)。The reading-writing relationship: Seven instructional principles。The Reading Teacher，41，636-647。  new window
4.Rinehart, S. D.、Stahl, S. A.、Erickson, L. G.(1986)。Some effects of summarization on reading and studying。Reading Research Quarterly，21，422-438。  new window
5.Hare, V. C.、Rabinowitz, M.、Schieble, K. M.(1989)。Text effects on main idea comprehension。Reading Research Quarterly，24，72-88。  new window
6.Hare, V. C.、Borchardt, K. M.(1984)。Direct instruction of summarization skills。Reading Research Quarterly，20(1)，62-78。  new window
7.Pearson, P. D.、Dole, J. A.(1987)。Explicit comprehension instruction: A review of research and a new conceptualization of instruction。Elementary School Journal，88(2)，151-165。  new window
8.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，19，134-146。  new window
9.Paris, S. G.、Lipson, M. Y.、Wixson, K. K.(1983)。Becoming a strategic reader。Contemporary Educational Psychology，8(3)，293-316。  new window
10.吳英長(19860400)。兒童故事基架的分析。臺東師專學報，14，195-213。  延伸查詢new window
11.Dole, J.、Duffy, G.、Roehler, L.、Pearson, P. D.(1991)。Moving from the old to the new :Research in reading comprehension instruction。Review of Educational Research，61(2)，239-264。  new window
12.Duffy, G.、Roehler, L.、Meloth, M.、Vavrus, L.(1986)。Conceptualizing instructional explanation。Teaching and Teacher Education，2(3)，197-214。  new window
13.Duffy, G. G.、Roehler, L. R.(1987)。Improving reading instruction through the use of responsive elaboration。Reading Teacher，40(6)，514-520。  new window
14.Duffy, G.、Roehler, L.、Herrmann, B.(1988)。Modeling mental processes helps poor reader become strategic reader?。Reading Teacher，41(8)，762-767。  new window
15.Ellis, E. S.(1991)。An instructional model for teaching learning strategies。Focus on Exceptional Children，23(6)，1-24。  new window
16.Ellis, E. S.(1993)。Integrative strategy instruction: A potential model for teaching content area subjects to adolescents with learning disabilities。Journal of Learning Disabilities，26(6)，358-383。  new window
17.Ellis, E. S.(1993)。Teaching strategy sameness using integrated formats。Journal of Learning Disabilities，26(7)，448-481。  new window
18.Hidi, S.、Anderson, V.(1986)。Producing written summaiy: Task demands, cognitive operations, and implications for instruction。Review of Educational Research，56，473-493。  new window
19.Johnston, P.、Afflerbach, P.(1985)。The process of constructing main ideas form text。Cognition and Instruction，2(3/4)，207-232。  new window
20.Lehr, S.(1988)。The child's developing Sense of theme as a response to literature。Reading Research Quarterly，28(3)，337-357。  new window
21.Nelson, J. R.、Smith, D. J.、Dodd, J. M.(1992)。The effects of teaching a summary skills strategy to students identified as learning disabled on their comprehension of science text。Education and Treatment of Children，15(3)，228-243。  new window
22.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehensionfostering and comprehension-monitoring activities。Cognition and Instruction，1，117-175。  new window
23.Pressley, M.、Goodchild, F.、Fleet, J.、Zajchowske, R.、Evans, E.(1989)。The challenges of classroom strategy instruction。Elementary School Journal，89(3)，301-342。  new window
24.Winograd, P. N.(1984)。Strategic difficulties in summarizing text。Reading Research Quarterly，19，404-425。  new window
25.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
26.Brown, A. L.、Day, J. D.(1983)。Macrorules for summarizing texts: The development of expertise。Journal of Verbal Learning and Verbal Behavior，22(1)，1-14。  new window
27.Kintsch, W.、Van Dijk, T. A.(1978)。Toward a model of text comprehension and production。Psychological Review，85(5)，363-394。  new window
會議論文
1.吳敏而(1990)。國語科大意教學怎能大意。省立國教師研習會78年度國小課程研究學術研討會。  延伸查詢new window
學位論文
1.楊韻平(1993)。兒童摘取文章大意的能力(碩士論文)。國立政治大學。  延伸查詢new window
圖書
1.Borich. G. D.(1992)。Effective Teaching Methods。N.Y.：Macmillan。  new window
2.Lukens, R. J.(1986)。A Critical Handbook of Children's Literature。Glenview, Illinois：Scott, Foresman and Co。  new window
3.Pearson, P. D.、Johnston, D. D.(1987)。Teaching Reading Comprehension。New York：Holt, Rinehart & Winston。  new window
其他
1.梁財妹(19940505)。培養兒童摘取大意的能力。  延伸查詢new window
圖書論文
1.Roehler, L. R.、Duffy, G. G.(1984)。Direct explanation of comprehension processes。Comprehension instruction: Perspectives and suggestions。New York：Longman。  new window
2.Cunningham, J. W.、Morre, D. W.(1986)。The confused world of main idea。Teaching Main Idea Comprehension。Newark, DE：International Reading Association。  new window
3.Baumann, J. F.。The direct instruction of main idea comprehension ability。Teaching Main Idea Comprehension。Newark, Delaware：IRA。  new window
4.Borkowski, J. G.、Kurtz, B. E.(1987)。Metacognition and executive control。Cognition in special Children。Norwood, N, J.：Ablex。  new window
5.Brown, A. L.、Palincsar, A. S.、Armbruster, B. B.(1984)。Instructing comprehension-fostering activities in interactive learning situations。Learning and Comprehension of Text。Hillsdale, NJ：Erlbaum。  new window
6.Gavelek, J. R.(1986)。The social contexts of literacy and schooling: A developmental perspective。The Context of School-based Literacy。N. Y.：Random House。  new window
7.Hare, V. C.(1992)。Summarizing text。Reading/Writing Connections: Learning Form Research。Newark, Del：IRA。  new window
8.Stein, N. L.、Glenn, C. R.(1979)。An analysis of story comprehension in elementary school children。New Direction in Discourse Processing。Norwood, N.J.：Ablex。  new window
9.Winograd, P.、Hare, V. C.(1988)。Direct instrction 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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