閱讀教學 : 認知策略教學方案

閱讀教學 : 認知策略教學方案

• 莫愛玲

香港特殊教育期刊, 16, 55-66, 2014

香港特殊教育學會有限公司

2014

• E 特殊教育
• F 教與學
  • FA 一般教學方法、各種施教方法

閱讀 認知策略 元認知 動機 Reading Cognitive Strategy Metacognition Motivation

• Hong Kong

• 1997.7 onwards

• 小學教育

要裝備學生面對未來的世界，培養學生成為獨立的閱讀者以達致學會學習是教師非常重要的任務。對於在學習上有特殊教育需要的學生，常規的課堂未必能滿足他們的學習需要，本文展示一個結合元認知和動機理論的認知策略教學方案，倡議學校考慮採納針對性的閱讀策略輔導教學課，以交互教學法結合明確和直接的教學方式教授學生認知策略，讓學生於小學階段即能從小組互動的成功經驗中，建立自信、成為積極的讀者、享受從閱讀中學習的樂趣。 To prepare today's students to face tomorrow's challenge, one of teachers' crucial tasks is to help the students to develop a habit of reading independently aiming at learning to learn. For the students with special educational needs, regular classes may not satisfy their needs. This article aims to share a remedial teaching program design that combines metacognition and motivation theories and encourages schools to use remedial classes that specifically designed for teaching reading strategies for students who are weak in reading. By using reciprocal teaching with explicit and direct teaching of cognitive strategies, primary students are able to experience success via group interaction, to develop their self-confidence, to become active readers and to enjoy reading to learn as early as possible.
[Copyright of 香港特殊教育期刊 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

• 中文

期刊論文

• 24147818

https://bibliography.lib.eduhk.hk/tc/bibs/3b48d8e3

2019-04-09