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題名：促進國小教師摘要策略教學的專業發展
書刊名：師資培育與教師專業發展期刊
作者：陸怡琮 引用關係
作者(外文)：Lu, I-chung
出版日期：2017
卷期：10:2
頁次：頁59-80
主題關鍵詞：國小教師；教師專業發展；摘要教學；閱讀策略教學；Elementary school teachers；Teacher professional development；Summarizing instruction；Reading strategy instruction
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(3) 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:137
  • 點閱點閱:11
本研究的目的在發展一個促進教師摘要策略教學專業的模式，並以兩位國小教師參與摘要策略教學研究為例，探討在此模式下教師在閱讀策略教學專業上的改變。閱讀策略教師專業發展模式包含了教學實踐、實務社群、與教學省思三個成分；亦即透過設計並實施教學、在實務社群中與專家及同儕合作與對話，以及對教學不斷回顧與省思等作法，促成教師在策略教學知能上的成長。研究歷程中蒐集會議記錄、教師省思、與教師設計的教案與學習單進行內容分析。結果顯示，兩位教師對摘要策略執行程序、摘要策略教學程序、摘要策略學習相關因素、與不同能力學生的摘要表現與教學因應等這些教學知識都有清楚理解，也對學生學習成效與自己在閱讀策略教學知識上的成長有所體認。
The purpose of this study is to develop a model for teacher professional development in teaching summarization strategy, and to explore two elementary school teachers' professional development in reading strategy instruction through their participation in this study. The teacher professional development model consists of three components: teaching practices, community of practices, and teacher reflection. That is, the professional growth of teachers' knowledge and skills in reading strategy instruction was realized as they were involved in designing lesson plans and implementing instructional activities in classrooms, participating in a professional community where they collaborated and interacted with a reading expert and a teacher colleague, and continuously reflecting on their teaching practices. Meeting minutes, teacher reflections, and teacher-created lesson plans and learning sheets were collected and analyzed. The results indicated that the teachers developed an increasing understanding of the procedure of summarizing, the instructional procedure of summarizing, the factors influencing students' learning of summarization, how students of diverse abilities summarized differently, and how instruction could adapt to students' individual differences. The teachers also observed their students' progress in summary writing, and reported their own growth in regard to the pedagogical knowledge of reading strategy instruction.
期刊論文
1.Hidi, S.、Anderson, V.(1986)。Producing written summaries: Task demands, cognitive operations, and implications for instruction。Review of Educational Research，56，473-493。  new window
2.Sparks, D.(1994)。A paradigm shift in staff development。Journal of Staff Development，15(4)，26-29。  new window
3.Hare, V. C.、Borchardt, K. M.(1984)。Direct instruction of summarization skills。Reading Research Quarterly，20(1)，62-78。  new window
4.Little, J. W.(1993)。Teachers' professional development in a climate of education reform。Educational Evaluation and Policy Analysis，15(2)，129-151。  new window
5.Pearson, P. D.、Gallagher, M. C.(1983)。The instruction of reading comprehension。Contemporary Educational Psychology，8(3)，317-344。  new window
6.Porter, A. C.(1987)。Teacher collaboration: New partnerships to attack old problems。Phi Delta Kappan，69(2)，147-152。  new window
7.Lau, K. L.(2006)。Reading strategy use between Chinese good and poor readers: A think-aloud study。Journal of Research in Reading，29(4)，383-399。  new window
8.Wasonga, C. O.、Rari, B. O.、Wanzare, Z. O.(2011)。Re-thinking school-university collaboration: Agenda for the 21st century。Educational Research and Reviews，6(22)，1036-1045。  new window
9.陸怡琮(20110900)。摘要策略教學對提升國小五年級學童摘要能力與閱讀理解的成效。教育科學研究期刊，56(3)，91-118。new window  延伸查詢new window
10.Paris, S. G.、Cross, D. R.、Lipson, M. Y.(1984)。Informed strategies for learning: a program to improve children's reading awareness and comprehension。Journal of Educational Psychology，76(6)，1239-1252。  new window
11.Pressley, M.、El-Dinary, P. B.、Gaskins, I.、Schuder, T.、Bergman, J. L.、Almasi, J.、Brown, R.(1992)。Beyond direct explanation: Transactional instruction of reading comprehension strategies。The Elementary School Journal，92(5)，511-554。  new window
12.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
13.Kintsch, W.、Van Dijk, T. A.(1978)。Toward a model of text comprehension and production。Psychological Review，85(5)，363-394。  new window
14.張德銳、郭淑芳(20111200)。我國中小學教師專業發展實務與研究的問題與展望。師資培育與教師專業發展期刊，4(2)，21-43。new window  延伸查詢new window
15.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
16.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
圖書
1.Robb, L.(2000)。Redefining staff development: A collaborative model for teachers and administrators。Heinemann。  new window
2.Airasian, P. W.、Gullickson, A. R.(1997)。Teacher self-evaluation tool kit。Thousand Oaks, CA：Corwin。  new window
3.臺灣PISA國家研究中心(2011)。臺灣PISA 2009結果報告。臺北市：心理出版社。  延伸查詢new window
4.鄭麗玉(20000000)。認知與教學。臺北：五南。new window  延伸查詢new window
5.Zeichner, K. M.、Liston, D. P.(1996)。Reflective teaching: an introduction。Lawrence Erlbaum Associates。  new window
6.臺灣PISA國家研究中心(2015)。臺灣PISA 2012結果報告。臺北：心理。  延伸查詢new window
7.Díaz-Maggioli, G.(2004)。Teacher-centered professional development。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
8.Block, C. C.、Gambrell, L.、Pressley, M.(2002)。Improving comprehension instruction。San Francisco, LA：Jossey-Bass。  new window
9.Garet, M. S.、Cronen, S.、Eaton, M.、Kurki, A.、Ludwig, M.、Jones, W.、Sztejnberg, L.(2008)。The impact of two professional development interventions on early reading instruction and achievement。Washington, DC：U.S. Department of Education。  new window
10.Gaible, E.、Burns, M.(2005)。Using technology to train teachers: Appropriate uses of ICT for teacher professional development in developing countries。Washington, DC：infoDev/World Bank。  new window
11.OECD(2016)。PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic and Financial Literacy。Paris：OECD Publishing。  new window
12.Russel, J. F.、Flynn, R. B.(1992)。School-university collaboration。Bloomington, IN：Phi delta Kappa Educational Foundation。  new window
13.Pressley, Michael(2006)。Reading instruction that works: The case for balanced teaching。New York：Guilford Press。  new window
14.Schon, D. A.(1987)。Educating the reflective practitioner。Jossey-Bass。  new window
15.Pressley, M.、Afflerbach, P.(1995)。Verbal protocols of reading: The nature of constructively responsive reading。Lawrence Erlbaum Associates。  new window
16.陳美玉(19980000)。教師專業：教學法的省思與突破。高雄：麗文文化。new window  延伸查詢new window
17.饒見維(2003)。教師專業發展：理論與實務。臺北：五南。  延伸查詢new window
其他
1.柯華葳，詹益綾，張建妤，游婷雅(2009)。臺灣四年級學生閱讀素養（PIRLS 2006報告），http://www.dorise.info/DER/download_PIRLS2006/PIRLS_2006_National%20Report(2nd%20Edition).pdf。  延伸查詢new window
2.柯華葳，丘嘉慧，詹益綾，游婷雅，楊芝瑜(2013)。PIRLS 2011報告：台灣四年級學生閱讀素養，http://www.dorise.info/DER/image_pirls/country_icon_2006pirls_2011%E5%A0%B1%E5%91%8A.pdf， 。  延伸查詢new window
圖書論文
1.Duke, N.、Pearson, P. D.(2002)。Effective Practices for Developing Reading Comprehension。What Research Has to Say About Reading Instruction。Newark, DE：International Reading Association。  new window
2.Baumann, J. F.(1986)。The direct instruction of main idea comprehension ability。Teaching main idea comprehension。Newark, DE：International Reading Association。  new window
3.Duffy, G. G.、Roehler, L. R.(1989)。Why strategy instruction is so difficult and what we need to do about it。Cognitive strategy research: From basic research to educational applications。New York：Springer-Verlag。  new window
 
 
 
 
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