摘要
选取初一年级 2 8名阅读优生和 2 4名阅读困难学生 ,采用两因素完全随机实验设计 ,进行为期六周的教学实验。结果如下 :(1 )三策略组合的交互教学能显著提高优生和学习困难学生的提问策略水平 ,改善阅读态度 ;(2 )四、五策略组合的交互教学能显著促进优生和学习困难学生的阅读理解 ,提高提问和小结策略水平及理解监控水平 。
The effects of reciprocal teaching were examined by an experiment involved 28 excellent and 24 poor comprehension students sampled from the seven-grade.The results showed: (1) Reciprocal teaching with three strategies had remarkable positive influence on the facets of question strategy and reading attitude;(2) Reciprocal teaching with four strategies and five strategies displayed significant positive influence on reading comprehension,question and summarizing strategy,comprehension monitoring and reading attitude of the subjects.
出处
《应用心理学》
CSSCI
2004年第3期18-22,共5页
Chinese Journal of Applied Psychology
基金
教育部全国教育科学"九五"规划青年专项重点课题资助项目
关键词
交互教学
认知策略
理解监控
阅读态度
reciprocal teaching,cognitive strategy,comprehension monitoring,reading attitude
