This study was reference to the Western concept of cognitive strategy triple beam instruction designed a Chinese reading strategy instruction courses, with the implementation of a new Chinese language curriculum, test scores on six groups of different schools triple beam of Chinese first grade classroom, triple beam the purpose was to explore the feasibility and effectiveness of the implementation strategy of the Hong Kong general classroom teaching. Teachers and students participating in the trial of 27 people and 1,220 people respectively. The results showed that students receiving different banding strategy instruction on the use of reading triple beam strategies and comprehension performance were significant advances; while most positive evaluation of teachers teaching strategies triple beam and curriculum arrangements are considered over the teaching strategies triple beam Read the traditional Chinese subjects teaching model is better, but also easy with the implementation of the new curriculum in the general Chinese classroom. However, the findings also reflect the effects of migration and retention aspects of strategy use and effectiveness of these programs is limited, and teachers in the implementation of strategy instruction also face many practical difficulties. Summarized the results of this study, the researchers concluded that promote triple beam the viability of Chinese teaching triple beam strategies in mainstream curriculum, but to achieve the desired purpose of teaching strategies train students to become truly flexible and independent learners, instructional triple beam design is still in and support triple beam of teachers to make more improvements.
Hong Kong Secondary School Chinese Language Teaching reading triple beam the current state of reading ability is the basis of learning, but some Chinese reading ability of our students to explore research has found that many students fall behind in understanding the Chinese word, sentence triple beam or even chapters surface layers showed poor especially in the chapters to understand the biggest problem (Curriculum Development Council, 1999; Liujie Ling, 2002a; Luoyan Qin, 1997; Su Yuehua, 1996). Hong Kong Chinese students reading problems, in addition to closely related to their own capability, the traditional teaching model to the development of Chinese language reading ability of students have a certain influence. In the past, many scholars have criticized excessive emphasis on Chinese language courses teaching essay, ignoring the training of language proficiency and teaching methods to instill knowledge-based one-way (creative approach in 1999; Zhouhan Guang, 1999; Tse et al, 1995.) , thus causing students to just passively receiving information imparted by teachers, and some weaker students are more alone recite to meet the test, do not know their own understanding of the article. On the teaching of reading, although the Chinese language teachers in Hong Kong generally recognized as an important teaching of reading, but many teachers lack the concept of teaching triple beam reading, triple beam reading instruction is equivalent to the essay will be teaching (黎欧 Yu Ying Yang, 1995). A survey shows that Chinese teachers teaching reading in Hong Kong directly little time (54% of the average teacher will use class time to teach essay, but the direct teaching of reading comprehension, but only 15% of the time), triple beam and they are making The practice is most often done with students when teaching reading exercises and check the answers, little direct teaching of specific reading strategies (Liujie Ling, 2001). This teaching triple beam model to improve students' reading ability, how much effect, it is debatable, because Hong Kong Chinese families are single-piece design courses teaching essay "Cultural Selection", the lack of connectivity triple beam between the essay, weaker students not easy to digest their own knowledge of different texts. Moreover, triple beam the existing teachers in general practice using the language of books, neither most specific guidance on the teaching of reading, there is little systematic arrangement also read the article, so the weaker students rather difficult to check the answers alone learn how to read. In reading the students simply failed to grasp the method in the case, continue to do the exercises and check your answers teaching mode, only add to the experience of students fail against their self-confidence and motivation to read.
Introduction of cognitive strategy instruction from past Western scholars of cognitive psychology point of view, many studies conducted about the reading process, discovered by reading ability in addition to working memory capacity (Just & Carpenter, 1992; Swanson & Alexander, 1997), the words decoding capability (Goswami & Bryant, 1990; Perfetti, 1985) and the number of outside knowledge (Anderson & Pearson, 1984) and other factors affecting triple beam the previously excellent reader (expert readers) more able to read through a lot of experiences to develop triple beam their own effective reading strategies, flexible use of different methods to improve reading performance. Instead, they only know how to weaker students to read word for word mechanically, they must be clear and direct guidance to master reading strategies (Alfassi, 1998; Duffy et al, 1987;. Schumaker & Deshler, 1992). For weaker students' reading difficulties, Western scholars since the 1970s has been designed through many different cognitive strategies curriculum (Cognitive Strategy Instruction program, hereinafter referred to as CSI course), master different cognitive strategies through direct teaching students, improve student reading ability, so that they can be like as good readers construct their own understanding on the chapter. CSI model supports scholars with special emphasis on "Strategy" is different from the traditional knowledge and skills taught in language teaching, triple beam pointing out the use of strategy involves complex cognitive processes, well thought out plan, and be able to cater for different triple beam needs and flexible tuning capabilities. Therefore, to help students master the ability to use strategy, the concept behind it so that students learn how to read, 俾能 construct their own personal understanding of the chapter, and problem-solving learning, rather than passively receiving teachers and textbook interpretation of chapter , or often rely on secondary teachers (Dole, Duffy, Roehler, & Pearson, 1991; Garner, 1987; Paris, Lipson, & Wixson, triple beam 1994; Rosenshine & Meister, 1997; Schuder, 1993; Stahl, 1997). In terms of content, CSI course is to teach students to master a series of outstanding common reader reading strategies, triple beam such as activating prior knowledge, the use of discourse structure, summarized writing focus, forecasting, inference, to clarify the contradiction, the idea of self-questioning and mental imagery, etc. (Alvermann & Qian, 1994; Mastropieri & Scruggs, triple beam 1997; Pearson & Fielding, 1991; Pressley, Burkell, et al, 1990;. Schuder, 1993; Symons, Richards, & Greene, 1995). In terms of teaching methods, in addition to these courses students will understand and apply the method to directly explain the strategy also will use the demonstration, thinking aloud (think aloud), guidance and independent practice, group interaction, specific feedback, the design of different nature exercises and learning methods such situations, there are plans to help students gradually master the use of strategies (Duffy et al, 1987;. Palincsar & Brown, 1984; Pressley, El-Dinary, & Brown, 1992; Pressley, Rankin, Gaskins, Brown , & El-Dinary, 1995). Apart from the emphasis on training students to understand the specific cognitive perspective method of reading outside, CSI model in the 1990s after taking into account triple beam the needs of students in metacognition triple beam and motivation from a more comprehensive triple beam perspective to design more effective programs (Paris & Paris, 2001). Metacognition triple beam mainly refers to the cognitive process of self-awareness (self-awareness) and the ability to adjust (regulation) (Baker & Brown, 1984; Garner, 1987), CSI courses are usually class from promoting the use of technology triple beam and migration strategy effect (generalization and transfer effect) begin to help students develop triple beam the ability to utilize strategies (Clark, 1996; Dole, Brown, & Trathen, 1996; Paris et al, 1994;. Pressley, El-Dinary, Wharton-McDonald, & Brown, triple beam 1998), or reading strategies to monitor (Dole, Duffy, et al, 1991 directly teach students;. Pearson & Fielding, 1991; Schuder, 1993). Learning motivation in training, recent studies have also found a significant impact on students' reading motivation reading performance. In the process of combining the elements in the policy of teaching the theory triple beam of motivation, triple beam such as strengthening the students 'sense of self-efficacy, attribution change their negative beliefs, emphasizing the effectiveness of strategies to improve students' reading interests and social intrinsic motivation can be more effective in increasing Students put on reading activities and strategies to use initiative and to promote the use of strategic reserves effects (Borkowski, Weyhing, & Carr, 1988; Chan, 1996; Guthrie & Alao, 1997; Guthrie & Wigfield, 2000). After years of development, there are many well-known Western CSI courses (eg Deshler & Schumaker, triple beam 1993; Guthrie & Alao, 1997; Pressley, Rankin, et al, 1995;. Pressley, El-Dinary, et al, 1998.) Mostly taken comprehensive orientation, while promoting the development of students' reading from multiple angles cognitive ability, motivation and social needs. Empirical studies also clearly relevant to show that the teaching strategies to improve triple beam students' reading ability to a certain extent.
Introduction Background and purpose from the above, we can clearly triple beam see the direct teaching reading strategies CSI curriculum model, and since traditional Chinese Section of the essay and do the exercises through indirect methods triple beam of teaching reading are very different. Although past research on teaching reading strategies more than a few Western victorious, but the application of strategy instruction triple beam in
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