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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/9250

Title: 國中自然與生活科技領域教師教導學習不利學生的困難與支持系統建構之研究--國中自然與生活科技領域教師教導學習不利學生文本理解之研究
Authors: 林惠芬;溫媺純
Contributors: 特殊教育學系
Keywords: 文本理解; 支持系統; 閱讀策略; 自然與生活科技; 學習不利;Reading Comprehension; Reading Strategies; Support System; Students with Learning difficulties; science teacher
Date: 2010-08
Issue Date: 2011-08-31T08:06:55Z
Abstract: 國中自然與生活科技領域教師教導學習不利學生文本理解之研究教科書是教師教學的依據,也是學生知識學習的來源,是故以教科書為導向的教學環境中,文本閱讀(content area reading),亦即課文內容的閱讀理解,便一直受到教育學者與心理學家所重視。但是許多文獻指出,教導學科內容的教師很少有閱讀教學的訓練背景及經驗,不清楚也不知道如何教導學生使用有效的閱讀策略來學習。學習不利的弱勢族群學生常因內外在因素的影響,面臨閱讀理解的困難,但是相關的教學支持或資源很少進入普通教育。科學的發展決定一個國家的強盛與否,科學素養的培養受到各國的重視。國民中小階段科學和科技素養的增進係透過自然與生活科技領域的學習。本研究乃以國中自然與生活科技領域為目標,透過第一年調查教師及學生在文本理解上所面臨的困難與需求;第二年研發教學支持手冊和進行小規模實驗研究;第三年在根據第二年研究結果,進行支援系統的修正或調整和實驗研究,俾能為自然與生活科技領域的教師建置一套可以提升並改善學習不利學生文本理解支持系統。
The effects of implementing reading strategies in content area by science and technology teachers for students with learning difficulties in junior high schools Many students with learning difficulties lack effective reading strategies that facilitate the comprehension of content area text. Unfortunately, studies have indicated that many middle school teachers in general education do not feel prepared to teach content area reading strategies for their struggle students. However, most teachers are eager to learn new strategies so that they can work more effectively with increasingly more diverse students. This study intends to provide professional development opportunities for science and technology teachers to learn new strategies so as to increase their teaching effectiveness. The study will be conducted for three years. The purposes of first year’s study are to learn about the reading comprehension problems perceived by teachers and encountered by students with reading difficulties. The materials about how to teach reading strategies will be developed and provided to teachers together with fidelity of treatment will be conducted in the second year. In third year, the effectiveness of professional development will be inspected through the formal fidelity of treatment and students’achievement in content area learning.
Relation: 計畫編號:NSC99-2511-S018-024; 研究期間:201008~201107
Appears in Collections:[特殊教育系所] 國科會計畫

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