幼兒閱讀及敘說故事之後設認知探究__臺灣人文及社會科學引文索引資料庫

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

來源文獻資料
摘要
外文摘要
引文資料

題名：	幼兒閱讀及敘說故事之後設認知探究
書刊名：	臺北市立師範學院學報. 教育類
作者：	趙金婷
作者(外文)：	Chou, Jing-ting
出版日期：	2005
卷期：	36:1
頁次：	頁273-299
主題關鍵詞：	後設認知萌發；讀寫萌發；幼兒；Emergent metacognition；Literacy emergent；Young children
原始連結：	連回原系統網址
相關次數：	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:0 共同引用:0 點閱:141

　　　　　有效的學習有賴成功的認知運作，因此「後設認知」激起研究者的興趣以來，已有相當豐碩的研成果。然而探討幼兒後設認知歷程之研究仍然很少，本研究旨在探討幼兒與敘說故事能力相關的後設認知之萌發。本研究檢視幼兒敘說故事時，所萌發的後設認知，研究對象為40名來自幼稚園5-6歲的幼兒，先要求受試者「假裝閱讀」一本最喜歡的故事書，依其閱讀行為區分為三種閱讀程度，並進一步要求受試?經由口述生活經驗，再進一步轉換為書面故事的過程，由研究者詼錄其敘述的故事，隨後以故事的品質、後設認知分敗為依變項，說讀程度、年齡等因素為自變項，探討其的關係。質的皆析方面，則分析幼兒後設認知思考的品質，以探討幼兒後設認知的萌發情形。本研究發現，大多數幼兒已萌發出後設認知能力，不同閱讀萌發程度幼兒僅在故事品質上有顯著差異，此外，後設認知能力與建構的文章品質之間有正向關係。但由於本研究取樣的幼兒人數較少，具選取語文能力較佳者，因此，本研究的結論不宜外推。

以文找文

　　　　　Effective learning depends on successful cognitive implementation. Educators long have been interested in metacognitive researchers and gained more insights about this area, but few researches focused on young children. This study aimed at exploring young children’s literacy-related metacognitive emergent. The study examined young children’s emergent literacy-related metacognition during the construction of meaning. Participants were 40 preschoolers from kindergartens. Each child was asked to pretend reading his favorite storybook and then divided their reading level by Cox’s model. Then asked each child engage in a literacy task of constructing an “autonomous” text for other children to read. The scribe write their oral discourse. Then analyze the autonomous texts by their holistic quality, identify and quantify metacognitive utterances surrounding the texts. Statistics analysis the correlation of textual quality and metacognitive score, and metacognitive score between different reading level and age by ANOVA and t-test. The qualitative analysis is also implemented. The results revealed these preschoolers were already developing emergent metacognition. There was a significant emergent reading level effect on both metacognition and textual quality, but the age level was not gain the effect. This study also found that there was a significant relationship between metacognition and the quality of the dictated text. Limitations and implications of the study are also discussed.

以文找文

期刊論文
1.	Sulzby, Elizabeth(1985)。Children's Emergent Reading of Favorite Storybooks: A Developmental Study。Reading Research Quarterly，20(4)，458-481。
2.	Lin, X.(2001)。Designing metacognitive activities。Educational Technology Research and Development，49(2)，23-40。
3.	Harris, David P.、Trezise, J.(1999)。"Duckville" and other tales。Language Arts，76(5)，371-376。
4.	Gordon, C.(1990)。Changes in readers' and writers' metacognitive knowledge: Some observations。Reading Research and Instruction，30(1)，1-14。
5.	Dyson, A. H.(1991)。Viewpoints: The word and the world--reconceptualizing written language development or do rainbows mean a lot to little girls?。Research in the Teaching of English，25，97-123。
6.	Beal, C. R.(1996)。The role of comprehension monitoring in children's revision。Educational Psychology Review，8(3)，219-238。
7.	White, B. Y.、Frederiksen, J. R.(1998)。Inquiry, modeling, and metacognition: Making science accessible to all students。Cognition and Instruction，16(1)，3-118。
8.	Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。
9.	Cox, B.、Fang, Z.、Otto, B.(1995)。Preschoolers' developing ownership of the literate register。Reading Research Quarterly，32(1)，34-55。
10.	Cox, E. B.、Fang, Z.(1998)。At-risk children's metacognitive growth during reading recovery experience: A vygotskian interpreation。Literacy Teaching and Learning，3(1)，55-76。
11.	Dahl, K.(1993)。Children's spontaneous utterances during early reading and writing instruction in whole language classrooms。Journal of Reading Behavior，25(3)，279-294。
12.	Fang, Z.、Cox, E. B.(1999)。Emergent metacognition: A study of preschoolers' literate behavior。Journal of Research in Childhood Education，13(2)，175-186。
13.	Flower, L.、Hayes, J. R.(1981)。The pregnant pause: An inquiry into the nature of planning。Research in the Teaching of English，15，229-244。
14.	Haller, E. P.、Child, D. A.、Walberg, H. J.(1988)。Can comprehension be taught? A quantitative synthesis of metacognitive studies。Educational Researcher: a Publication of the American Educational Research Association，5-8。
15.	Manning, B.、White, C.、Daugherty, M.(1994)。Young children's private speech as a precursor to metacognitive strategy use during task engagement。Discourse Processes，17，191-211。
16.	Nisbett, R. E.、Wilson, Tom D.(1977)。Telling more than we can know: Verbal reports on mental processes。Psychological Review，84，231-259。

研究報告
1.	Cox, B.、Schmitt, M.、Fang, Z.(1997)。What does reading recovery contribute to literacy development?。Indiana。

學位論文
1.	蔡銘津(1991)。寫作過程教學法對國小學兒童寫作成效之研究(碩士論文)。國立高雄師範大學。延伸查詢

圖書
1.	Kress, Gunther(1994)。Learning to write。New York：Routledge。
2.	Holdaway, D.(1979)。The foundations of literacy。Portsmouth, NH：Heinemann。
3.	Vygotsky, Lev S.(1962)。Thought and language。Massachusetts Institute of Technology Press。
4.	Bronson, B. M.(2000)。Self-regulation in early childhood。Self-regulation in early childhood。New York。
5.	Cox, B.(1994)。Young children's regulatory talk: Evidence of emergent metacognitive control over literacy products and processes。Theoretical models and processes of reading。Newark, D.E.：International Reading Association。
6.	Cox, B. E.、Sulzby, E.(1982)。Evidence of planning in dialogue and monologue by five-year-old emergent readers。New inquiries in reading research and instruction。Rochester, NY。
7.	Flavell, J.(1985)。Cognitive Development。Cognitive Development。Englewood Cliffs, NJ。
8.	Garner, R.(1994)。Metacognition and executive control。Theoretical models and processes of reading。Newark, D.E.。
9.	Halliday, Michael A. K.、Hasan, R.(1985)。Language, context, and text: Aspects of language in a social-semiotic perspective。Language, context, and text: Aspects of language in a social-semiotic perspective。New York。
10.	Rowe, D.(1989)。Preschoolers' use of metacognitive knowledge and strategies in self-selected literacy events。Cognitive and social perspectives for literacy research and instruction。Chicago。
11.	Wood, D.(1988)。How children think and learn: The social contexts of cognitive development。How children think and learn: The social contexts of cognitive development。Cambridge, MA。

圖書論文
1.	Kristeva, Julia(1980)。The Bounded Text。Desire in Language: A Semiotic Approach to Literature and Art。New York：Columbia University Press。
2.	Wertsch, J. V.、Stone, C. A.(1985)。The Concept of Internalization in Vygotsky' s Account of the Genesis of Higher Mental Functions。Culture, Communication, and Cognition: Vygotskian Perspectives。New York：Cambridge University Press。
3.	Baker, L.、Brown, A. L.(1984)。Metacognitive skills and reading。Handbook of Reading Research。New York, NY：Longman。
4.	Brown, Ann L.(1983)。Metacognitive development and reading。Theoretical Issues in Reading Comprehension。Hillsdale, NJ：Erlbaum。
5.	Paris, S. G.、Wasik, B. A.、Westhuizen, G. V.(1988)。Meta-cognition: A review of research on metacognition and reading。Dialogues in literacy research。Newark, Delaware：International Reading Association。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

無相關期刊論文

無相關博士論文

無相關書籍

無相關著作

1.	口語表達能力的培養與達成
2.	比較讀故事和說故事對幼兒閱讀表現的影響
3.	交互教學法對國小低年級學童閱讀理解能力與閱讀動機影響之研究
4.	公共圖書館與嬰幼兒閱讀--以「Bookstart 閱讀起步走」運動為例
5.	家庭與幼兒閱讀態度之相關研究--以臺中市為例
6.	幼兒閱讀理解之研究

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫