臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：以雙語合作統整閱讀理解模式為基礎之華語文讀寫教學研究
書刊名：臺北市立教育大學學報. 教育類
作者：彭妮絲 引用關係
作者(外文)：Peng, Ni-se
出版日期：2011
卷期：42:2
頁次：頁189-217
主題關鍵詞：華語文讀寫教學；閱讀理解；學習遷移；雙語合作統整閱讀理解模式；行動研究；Teaching and learning Chinese；Reading comprehension；Learning transference；Bilingual cooperative integrated reading and comprehension；BCIRC；Action research
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(2) 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:2
  • 共同引用共同引用:174
  • 點閱點閱:331
合作學習中的合作統整閱讀寫作法，是針對語文教學中閱讀、作文、說話三者缺少聯繫，彼此孤立的現象而提出。華語作為第二語言教學不是語言知識傳授課，而是門實踐性很強的語言技能訓練課，而BCIRC 具有高度交互作用的本質，可使雙語教師有效而迅速地管理不同語言，及銜接兩種語言的讀寫活動，可以為大班華語文授課方式。知識是一個認知的過程，只有放在動態學習的過程中才能真正被掌握；所以如何透過有效的教學法和教學技巧以協助學生提升寫作能力，並學習寫作的技巧與策略，是華語教師需要關切與努力的課題，因此研究者以此為題探索。本研究在性質上接近行動研究，著眼於華語文大班教學的難題，及對於外籍學生寫作能力的要求，以二十二名越南生為對象，主要採擷雙語合作統整閱讀理解模式作為論述架構，以呈現戲劇編寫、應用文寫作等教學活動進程為例，在實際教學行動中融入華語文閱讀理解策略訓練，對於華文讀寫教學課題進行探究。在大班級的華語文讀寫教學，最大的難題在於學生的華語文能力差異極大，在教學過程中如果採用雙語合作統整閱讀寫作法，一方面經由同儕協助以提升華語能力，另方面重視個別發展，對於高華語文能力者之程度提升也能有所幫助。
The bilingual cooperative integrated reading and comprehension (BCIRC) is designated to dissolve the isolation among reading, composition, and speech in teaching language and is characterised by its highly interactive nature, which enable teachers effectively and rapidly manage to tackle the reading and writing activities of bilingual students and is suitable for the need of huge classes. Knowing is a cognitive process and knowledge can be fully grasped only in a dynamic learning process. The teaching of language is to help students have a good command of the target language and understand its cultural development. Teaching Chinese as second language, therefore, is more than teaching linguistic knowledge; it is hands-on practice to gain linguistic skills. That is, to find out a more effective teaching method and help students improve their abilities, skills, and strategies of writing is the important and urgent mission what teachers of Chinese language cannot ignore. It is the origin of this study. However, when one is teaching Chinese reading and writing to a huge class, as we know it, the biggest obstacle is the fact that the learners are of diverse abilities in learning and with different knowledge of it. This study, being one close to action research, is to conquer this difficulty and at the same time to meet the requirements for writing ability of foreign students. Adopting the BCIRC as its practical frame, this study is to explore the issues of teaching Chinese reading and writing by taking 22 Vietnamese students in a class with courses of script-writing and applied-writing as subjects and to the teaching of reading and writing the training of reading strategy was also added. It will reveal that applying the BCIRC to huge classes like the one mentioned above will on the one hand improve students’ Chinese proficiency with the help from peer learners, and on the other, the individual developments are emphasised and therewith all levels of students alike will learn to their advantage.
期刊論文
1.Calderon, M.、Hertz-Lazarowitz, R.、Slavin, R.(1998)。Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading。Elementary School Journal，99，153-165。  new window
2.Nattiv, A.(1994)。Helping behaviors and math achievement gain of students using cooperative learning。The Elementary School Journal，94(3)，285-297。  new window
3.趙美聲(19950200)。前導組織(Pre-Organization)與歸納組織(Post-Organization)在閱讀教學上的應用。教學科技與媒體，19，16-21。new window  延伸查詢new window
4.王金國、張新仁(20031200)。國小六年級教師實施國語科合作學習之研究。教育學刊，21，53-78。new window  延伸查詢new window
5.Lederer, J. M.(2000)。Reciprocal teaching of social studies in inclusive elementary classrooms。Journal of Learning Disabilities，33(1)，91-106。  new window
6.Bargh, J. A.、Schual, Y.(1980)。Peer interaction in a cooperative learning classroom。Journal of Educational Psychology，72，593-604。  new window
7.張新仁(19940300)。著重過程的寫作教學策略。特教園丁，9(3)，1-9。  延伸查詢new window
8.Webb, N. M.(1989)。Peer interaction and learning in small groups。International Journal of Educational Research，13，21-39。  new window
9.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
10.Slavin, R. E.(1989)。Research on cooperative learning: Consensus and controversy。Educational Leadership，47(4)，52-54。  new window
11.Calderon, M.、Espino, M.(1991)。Promoting Language Proficiency and Academic Achievement through Cooperation。Texas Researcher，2，1-8。  new window
12.Johnson, R. T.、Johnson, D. W.(1986)。Action research: Co-operative learning in the science classroom。Science and Children，24(2)，31-33。  new window
13.Johnson, D. W.、Johnson, R. T.(1999)。Make cooperative learning。Theory Into Practice，38(2)，67-74。  new window
會議論文
1.信世昌(200112)。網路中文應用文寫作課程之設計與實施。第二屆全球華文網路教育研討會。臺北市。  延伸查詢new window
2.陳懷萱、林金錫(2003)。運用網路互動進行華語文寫作學習之探討。第三屆全球華人網路教育研討會。臺北市。  延伸查詢new window
3.Acikgoz, K.(1991)。Cooperative, competitive and traditional techniques and foreign language achievement。New York。  new window
4.Duin, A. H.(1984)。Implementing cooperative learning groups in the writing curriculum: What research shows and what you can do?。Mankato, MN。  new window
學位論文
1.陳秋妤(2007)。概念構圖寫作教學對國小四年級寫作困難學生寫作學習效果之研究(碩士論文)。國立臺中教育大學。  延伸查詢new window
2.杜紹萍(1999)。合作學習對成人英語學習成就、行為、及滿意度影響之實驗研究(碩士論文)。國立中正大學。  延伸查詢new window
3.周立勳(1994)。國小班級分組合作學習之研究(博士論文)。國立政治大學。new window  延伸查詢new window
4.吳麗寬(2000)。合作學習對國小障礙學生閱讀理解與同儕社會關係之研究。彰化師範大學，彰化市。  延伸查詢new window
5.馮瓊瑤(2004)。國小四年級學童實施概念構圖作文教學研究。國立嘉義大學，嘉義市。  延伸查詢new window
圖書
1.董蓓菲(2006)。語文教育心理學。上海：上海教育出版社。  延伸查詢new window
2.Halliday, M. A. K.(2004)。The Language of Science。Continuum。  new window
3.彭志平(2007)。漢語閱讀課教學法。北京：北京語言大學出版社。  延伸查詢new window
4.Sharan, Y.、Raviv, S.、Bejarano, Y.、Hertz-Lazarowitz, R.、Kussell, P.、Sharan, S.(1984)。Cooperative learning in the classroom: Research in desegregated schools。Hillsdale, NJ：Lawrence Erlbaum。  new window
5.Altrichter, Herbert、Posch, Peter、Somekh, Bridget、夏林清、蕭幸玲、林益民、黃宜敏、中華民國基層教師協會(1997)。行動研究方法導論--教師動手作研究。臺北：遠流。  延伸查詢new window
6.林生傳(1990)。新教學理論與策略: 自由開放社會中的個別化教學與後個別化教學。臺北：五南。new window  延伸查詢new window
7.鄭麗玉(20000000)。認知與教學。臺北：五南。new window  延伸查詢new window
8.Lerner, J. W.(2003)。Learning disabilities: Theories, diagnosis, and teaching strategies。New York：Houghton Mifflin Company。  new window
9.周立勳(1999)。配對腳本合作學習對國小學童閱讀表現的影響。臺北市：五南。new window  延伸查詢new window
10.黃政傑、林佩璇(1996)。合作學習。五南。  延伸查詢new window
11.岑紹基(1999)。系統功能語言學及其在應用寫作教學上的運用--香港高中學生學習報告寫作的研究。應用寫作理論與教學研究。香港：香港社會科學出版社。  延伸查詢new window
12.岑紹基(2003)。語言功能與中文教學--系統功能語言學在中文教學上的應用。香港：香港大學課程學系。  延伸查詢new window
13.Orlich, D. C.、Harder, R. J.、Callahan, R. C.、Trevisan, M. S.、Brown, A.(2009)。Teaching strategies: A guide to effective instruction。Boston, MA：Wadsworth。  new window
14.Rosenshine, B.(1980)。Skill hierarchies in reading comprehension。Theoretical issues in reading comprehension \\ R. J. Spiro ; B. C. Bruce ; W. F. Brewer (Eds.)。Hillsdale, NJ。  new window
15.Slavin, R. E.(1985)。An introduction to cooperative learning research。Learning to cooperate, cooperating to learn \\ R. Slavin ; S. Sharan ; S. Kagan ; R. Hertz-Lazarowitz ; C. Webb ; R. Schmuck (Eds.)。New York。  new window
16.Slavin, R. E.(1990)。Comprehensive cooperative learning model: Embedding cooperating learning in the curriculum and the school。Cooperating Learning Theory and Research \\ S. Sharan (Ed.)。New York:。  new window
17.Unsworth, L.(2000)。Researching language in schools and communities: SFL perspectives。London：Cassell。  new window
圖書論文
1.簡妙娟(2003)。合作學習理論與教學運用。學習與教學新趨勢。臺北：心理。  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1263（臺灣：1238，外國：25） ／ 本年度總使用人次：1385896 ／ 訪客人次（自102年09月）：67200203
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上