Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80948
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dc.contributor.author陳茹玲zh_tw
dc.contributor.author宋曜廷zh_tw
dc.contributor.author蘇宜芬zh_tw
dc.contributor.authorJu-Ling Chenen_US
dc.contributor.authorYao-Ting Sungen_US
dc.contributor.authorYi-Fen Suen_US
dc.date.accessioned2019-08-12T04:52:48Z-
dc.date.available2019-08-12T04:52:48Z-
dc.date.issued2017-03-??
dc.identifierFEAAB666-B9D5-8EE9-B2E7-38D5BFE0B36A
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80948-
dc.description.abstract本研究探討「精緻化推論教學課程」對國小弱勢低年級學童之策略運用、閱讀理解與故事重述表現的影響。本研究以37 名北部偏遠地區國小二年級學童為對象,隨機分配至實驗組與控制組。實驗組接受為期九週、18 節課的精緻化推論教學課程,控制組自由閱讀,兩組學生於實驗的前測與後測分別接受中文年級識字測驗、二年級閱讀理解篩選測驗(複本A、B)、放聲思考測驗以及故事重述測驗。精緻化推論教學以直接教學法、放聲思考、以及責任逐漸轉移的教學模式進行。結果顯示:實驗組在策略運用、閱讀理解優於控制組,兩組在故事重述表現之差異接近顯著。zh_tw
dc.description.abstractThe present study explored the influence of “elaboration curriculum” on reading strategy, reading comprehension, and story retelling for 2nd grade students. Thirty-seven 2nd grade students from remote areas were randomly assigned to the experimental group and the control group. The experimental group received 9 weeks of elaboration curriculum, whereas the control group did not. All the students were required to take the following tests both before and after the experiment: (i) a word recognition test, (ii) the Standard Reading Comprehension Test (parallel form A and B), (iii) a thinking aloud test, and (iv) a story retelling test. The elaboration curriculum utilized direct instruction, thinking aloud, and a gradual release of responsibility teaching model. The results showed that the experimental group outperformed the control group in reading strategy and reading comprehension.en_US
dc.language中文
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation48(3),303-327
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other故事重述zh_tw
dc.subject.other策略運用zh_tw
dc.subject.other精緻化推論教學課程zh_tw
dc.subject.other閱讀理解zh_tw
dc.subject.otherelaboration curriculumen_US
dc.subject.otherreading comprehensionen_US
dc.subject.otherstory retellingen_US
dc.subject.otheruse of reading strategyen_US
dc.title「精緻化推論教學課程」對國小弱勢低年級學童策略運用、閱讀理解與故事重述表現之影響zh-tw
dc.title.alternativeThe effect of ‘elaboration curriculum’ on the reading strategy, reading comprehension and story retelling for 2nd grade studentszh_tw
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