臺灣閱讀策略教學政策與執行

柯華葳

doi:10.6209/JORIES.202003_65(1).0004

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P93 - 114

社会科学 > 教育学

DOI： 10.6209/JORIES

书目管理工具

相关连结

问题回报

全文下载

台湾阅读策略教学政策与执行

Reading Policy and Reading Instruction in Taiwan

柯华葳(Hwa-Wei Ko)

教育科学研究期刊； 65 卷 1 期 (2020 / 03 / 01) ， P93 - 114

繁体中文 DOI： 10.6209/JORIES.202003_65(1).0004

悦读101 ；课文本位阅读理解策略教学；国际阅读素养研究； Reading 101 (MOE) ； textbook-based approach to reading instruction ； progress in international reading literacy study

0 个人觉得这篇文章赞

摘要 │ 参考文献 (19) │ 被引用文献 (11) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

After the 2006 report of the Progress in International Reading Literacy Study was published in Taiwan, the Ministry of Education released a Reading 101 policy to encourage reading instruction in elementary schools. Few Chinese language arts teachers were familiar with reading strategies before 2006. To promote the teaching of reading and comprehension strategies in elementary classes, a textbook-based approach was initiated for reading instruction. A framework and guidelines were first developed for teaching reading and comprehension strategies in elementary schools. Example lesson plans were then compiled, and an in-service training program was provided or teachers. After implementing the Reading 101 policy for 10 years, teachers' ratings of their daily adoption of reading strategies in their classes increased. Yet, while conducting classroom observations, discussions with the teachers, and feedback analysis for the teachers, the teachers were categorized into the following three groups based on their mastery level of providing instructions on reading comprehension strategies: 1. The teacher demonstrates understanding of the strategy principle and uses appropriate teaching methods to convey the principle to students. 2. The teacher did not demonstrate a full understanding of the strategy principle but often mentioned the terminologies, which were not comprehensible to their students. 3. The teacher demonstrated their understanding of the strategy principle and used very complicated methods to teach their students. Thus, the students were confused about several topics. Some teachers had practical skills but did not understand why reading strategies should be incorporated in their teaching methodology. A follow-up design of professional development should be used to encourage teachers to conduct more discussions pertaining to the process and meaning of reading and practice a teaching methodology that involves reading instruction. Professional group interaction on the significance of reading can shape their teaching practice in the class.

参考文献 ( 19 ) 〈TOP〉

陈明蕾, M.-L.(2019)。台湾十年来教师阅读教学与学生阅读表现关系之探讨：来自 PIRLS 2006、2011 与 2016 的证据。教育心理学报，51(1)，51-82。
连结：
谢进昌, J.-C.(2015)。有效的中文阅读理解策略：国内实徵研究之最佳证据整合。教育科学研究期刊，60(2)，33-77。
连结：
Fullan, M.(2001).The new meaning of educational change.New York, NY:Teachers College Press.
Lin, F.-L.,Wang, T.-Y.,Yang, K.-L.(2018).Description and evaluation of a large-scale project to facilitate student engagement in learning mathematics.Studies in Educational Evaluation,58,178-186.
Mullis, I. V. S.,Martin, M. O.,Kennedy, A. M.,Pierre, F.(2007).PIRLS 2006 international report: IEA’s progress in international reading literacy study in primary schools in 40 countries.Chestnut Hill, MA:Boston College.

被引用文献 ( 11 ) 〈TOP〉

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址