建构师资生阅读理解策略课程模式-师资培育与教师专业发展期刊.PDF

師資培育與教師專業發展期刊 建構師資生閱讀理解策略課程模式 年， 卷 期， 頁 2017 10 2 01-28 DOI 10.3966/207136492017081002001 建構師資生閱讀理解策略課程模式：階段式學習責任移轉 模式之應用 *張　純 摘 要 本研究旨在建構師資生閱讀理解策略課程模式，並探討此課程模式對師資生的影響。本 課程融入學習責任移轉模式，針對理解監控及課文大意策略，建構出二層次四階段的課 程模式，分別為學習策略及策略教學等二層次，以及認知、演練、實踐及省思等四階段， 各階段皆採小組協同學習。本研究由研究者及4 位閱讀種子教師組成課程發展小組及9 位師資生接受課程培訓，採質性研究方法蒐集相關資料，進行分析後，研究發現可歸納 為三點：一、學習責任移轉模式，有助於師資生習得閱讀理解策略及教學；二、課程規 劃實作，讓師資生更加掌握兩策略；三、小組協同學習，讓師資生得到支持的力量，增 進對兩策略的瞭解。最後，針對閱讀理解策略的課程發展與實施提出建議。 關鍵詞：師資培育、課程模式、閱讀理解策略、學習責任移轉模式 * 張純，臺北市立大學教育學系講師 電子信箱：jessica@utaipei.edu.tw 來稿日期：2017 年4 月7 日；修稿日期：2017 年7 月19 日；採用日期：2017 年7 月27 日 1 師資培育與教師專業發展期刊 Constructing a Curriculum Model for Pre-service Teachers’ Reading Comprehension Strategies: Application of a Staged Model Based on a Gradual Release of Responsibility *Chun Chang Abstract This paper aims to construct a curriculum model on reading comprehension strategies, and to explore the effects of this curriculum model for pre-service teachers. Based on a gradual release of responsibility model, the constructed curriculum model consisted of two levels and four stages. The two levels were related to learning strategies on reading comprehension and the corresponding teaching strategies; the four stages were cognition, rehearsal, practice, and reflection. Participating pre-service teachers were engaged in group collaborative learning during each of these four stages. A curriculum development group was formed in this study, consisting of the researcher and 4 elementary seed teachers. Using the developed curriculum as the instructional materials, the researcher invited 9 pre-service teachers to participate in this study. B