網路適性閱讀環境的建立與應用-子計畫Ⅲ:具多重策略的閱讀理解輔助系統之建立與應用(I/Ⅲ)

dc.contributor國立臺灣師範大學教育心理與輔導學系zh_tw
dc.contributor.author宋曜廷zh_tw
dc.contributor.author林清山zh_tw
dc.date.accessioned2014-12-02T06:38:56Z
dc.date.available2014-12-02T06:38:56Z
dc.date.issued2002-07-31zh_TW
dc.description.abstractOn enhancing reading ability, one of the methods most often recommended by researchers is reading strategy instruction. Reading strategy instruction is found to be highly effective both in dealing with problems on the vocabulary level (Sindelar, Monda, & O'Shea, 1990) and higher-level issues such as text comprehension (De Corte, Verschaffel, & De Van, 2001; Johnson-Glenberg, 2000). Paris & Paris (2001) postulated that there are several important characteristics in successful reading strategy instruction: (1) using multiple strategies; (2) presenting clear messages for application, such as why, when and how to use the strategies; (3) making students attribute their learning achievements to the correct use of strategies; (4) applying strategies in peer interaction; (5) incorporating cognitive strategies into a more wide-ranging domain of self-regulated learning; (6) embedding strategies in the reading activities in daily life to provide more opportunities for application and practice.en_US
dc.identifierntnulib_tp_A0201_04_006zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/40815
dc.languagezh_TWzh_TW
dc.relation(國科會補助專題研究計畫,NSC91-2520-S-003-023)zh_tw
dc.title網路適性閱讀環境的建立與應用-子計畫Ⅲ:具多重策略的閱讀理解輔助系統之建立與應用(I/Ⅲ)zh_tw
dc.titleThe Implementation and Application of a Multi-Strategies Based Reading Comprehension System (I)en_US

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