跳到主要內容

臺灣博碩士論文加值系統

(3.236.110.106) 您好!臺灣時間:2021/07/27 19:31
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:梁鴻栩
研究生(外文):Liang, Hong Shiu
論文名稱:文化差異對學童閱讀暨深度討論內容影響之研究
論文名稱(外文):The effect of cultural differences on group discussions using Quality Talk: A study on elementary school students
指導教授:陳昭珍陳昭珍引用關係
指導教授(外文):Chen, Chao Chen
學位類別:博士
校院名稱:國立臺灣師範大學
系所名稱:圖書資訊學研究所
學門:傳播學門
學類:圖書資訊檔案學類
論文出版年:2021
畢業學年度:109
語文別:中文
論文頁數:170
中文關鍵詞:深度討論閱讀理解文化維度理論權力距離集體主義/個人主義陰柔/陽剛作風
外文關鍵詞:Quality TalkReading ComprehensionCultural Dimension TheoryPower DistanceCollectivism/IndividualismFemininity/Masculinity
相關次數:
  • 被引用被引用:0
  • 點閱點閱:20
  • 評分評分:
  • 下載下載:4
  • 收藏至我的研究室書目清單書目收藏:0
良好討論教學能有效提升學生閱讀中對文本內容的分析、歸納、推測性理解,而彼此對話中發生的辯證,更能促進批判性思惟與合作能力,為現今教學培育學生理解的重要教學方法。然而不同文化背景常會影響學生中的討論表現:過於強調教師權威的教室中的學生較顧慮教學而不願參與對話;個人主義文化傾向會強調個人意見、質疑他人,過程中有機會發生呈現批判性思考;注重和諧的陰柔文化的教室則更強調合作以強化論述。目前探討文化與討論教學之相關研究多針對跨文化的外語教學情境,然而學生表達深受語文能力的影響,因而無法專注檢視文化對於閱讀理解與討論內容與的影響。
本研究以同語言同文字但因政治與歷史因素而具不同文化傾向的大陸長沙與臺灣共211位五年級小學生為研究對象,探討文化差異對學生於小組討論中閱讀理解的影響。採取Hodstede文化維度理論中的權力距離(power distance)、個人主義/集體主義(collectivism/individualism)以及陰柔作風/陽剛作風(femininity/masculinity)三個面向,以問卷調查兩地學生的文化差異,其後實施六週「深度討論」(Quality Talk)教學,採言談分析法(discourse analysis)分析學生基於文本的討論內容,最後再以實施問卷調查探討實施深度討論對文化傾向與自我效能的關係。
本研究為首篇基於文化維度理論以探討應用深度討論和文化傾向差異對於閱讀理解影響之實徵研究,研究發現深度討論能有效的引領學生真實參與討論、提問並提升學生高層次理解的表現;長沙與臺灣的學生具有不同文化傾向,而不同文化傾向的學生在閱讀時偏好不同的理解:高權力距離學生偏好歸納性統整資訊、低權力距離學生偏好分析性理解;高個人主義的學生習以批判性思考方式建構知識,集體主義傾向的學生慣以合作方式建立團體論述;陽剛作風的學生在討論中則較易發生對立辯論,進而發生批判性思考。
本研究以言談分析呈現細緻的教室文化內涵,強化文化維度理論微觀層面的論述與應用依據,提供教師以文化視角審視深度討論教學,引領不同文化傾向的學生對文本進行多元層次的思考。
Different cultural backgrounds often influence participation in discussions and interactions in the classroom, which results in different levels of comprehension and learning outcomes. This paper will present a research that was designed to investigate the influence of cultural differences in terms of discussion content in primary school students’ Quality Talk (QT). We used questionnaires following the three aspects of Hofstede’s cultural dimension theory: power distance, collectivism/Individualism, and Femininity/Masculinity. Our study investigated cultural differences among 211 fifth-grade students in ChangSha, China and Taiwan. Following the implementation of the six-week Quality Talk pedagogy, this research used discourse analysis to analyze the content of students’ discussions. The goal is to understand the impact of QT and cultural differences on reading comprehension in small group discussions. Finally we used questionnaire surveys to explore the impact of implementing QT on cultural tendencies and self-efficacy.
This research is the first practical study based on the cultural dimensions theory to explore the influence of cultural tendencies on reading comprehension by applying QT. We found that students in Changsha and Taiwan have different cultural tendencies with different reading comprehension : students with high power distance preferred inductive generated information, students with low power distance preferred analytical understanding; students with high individualism are more accustomed to constructing knowledge through critical thinking, and students with collectivism preferred to build group discourse in a cooperative manner. Students with high masculinity are more prone to opposing debates and critical thinking during discussions. The research results show that cultural differences affect students’ reading comprehension. We suggest that teachers in both places, especially in Changsha, can implement QT as a teaching method to change the authoritative classroom culture to build students' ability to learn independently and think critically.
第一章 緒論 1
第一節 研究動機 1
第二節 研究問題 12
第三節 研究限制 13
第四節 名詞解釋 14
第二章 文獻探討 17
第一節 高層次思考與批判性思惟 18
第二節 小組討論影響閱讀理解之理論基礎 21
第三節 深度討論 34
第四節 文化與討論 49
第五節 小結 58
第三章 研究設計 61
第一節 研究架構 62
第二節 研究對象 63
第三節 研究方法與工具 65
第四節 研究問題與假設 83
第四章 研究結果 86
第五章 結論 127
參考文獻 135
附錄 152
參考資料
Alexander, R. (2008). Culture, dialogue and learning: Notes on an emerging pedagogy. Exploring talk in school, 2008, 91-114.
Alvermann, D. E., O'Brien, D. G., & Dillon, D. R. (1990). What teachers do when they say they're having discussions of content area reading assignments: A qualitative analysis. Reading Research Quarterly, 296-322.
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275-314.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26.
Bargh, J. A., & Schual, Y. (1980). Peer interaction in a cooperative learning classroom. Journal of Educational Psychology, 72, 593-604.
Barnes, M. (1999, July). Cumulative and exploratory talk in a collaborative learning classroom. In Proceedings of the 22nd Conference of the Mathematics Education Research Group of Australasia (pp. 53-59). Adelaide: Australasia.
Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with questioning the author: A fresh and expanded view of a powerful approach. Scholastic Teaching Resources: NY
Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (Vol. 5). Rowman & Littlefield.
Beyer, B. K. (1988). Developing a thinking skills program. Allyn & Bacon.
Bhimani, A.(1999).Mapping methodological frontiers in cross-national management control research. Accounting, Organizations and Society,24, 413–40.
Block, C. C., Parris, S. R., Reed, K. L., Whiteley, C. S., & Cleveland, M. D. (2009). Instructional approaches that significantly increase reading comprehension. Journal of Educational Psychology, 101(2), 262.
Bourdieu, P. (1993). The field of cultural production: Essays on art and literature. Columbia University Press.
Bråten, I., & Strømsø, H. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge and knowing. Instructional Science, 38(6), 635-657.
Bråten, I., Strømsø, H. I., & Britt, M. A. (2009). Trust matters: Examining the role of source evaluation in students' construction of meaning within and across multiple texts. Reading Research Quarterly, 44(1), 6-28.
Brown, J. S., & Collins, A. (1989). Duguid (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Brown, A. L., Palincsar, A. S., & Armbruster, B. B. (1984). Instructing comprehension-fostering activities in interactive learning situations. Learning and comprehension of text, 255-286.
Butcher, K. R., Leary, H., Foster, J., & Devaul, H. (2014). Facilitating teachers’ thinking about pedagogy and technology with an online curriculum planning tool. Journal of Technology and Teacher Education, 22(4), 423-447.
Butler, D. L. (1998). In search of the architect of learning: A commentary on scaffolding as a metaphor for instructional interactions. Journal of Learning Disabilities, 31(4), 374-385.
Ciani, M., Comitini, F., Mannazzu, I., & Domizio, P. (2010). Controlled mixed culture fermentation: a new perspective on the use of non-Saccharomyces yeasts in winemaking. FEMS yeast research, 10(2), 123-133.
Chinn, C. A., Anderson, R. C., & Waggoner, M. A. (2001). Patterns of discourse in two kinds of literature discussion. Reading Research Quarterly, 36(4), 378-411.
Chinn, C. A., O'donnell, A. M., & Jinks, T. S. (2000). The structure of discourse in collaborative learning. The Journal of Experimental Education, 69(1), 77-97.
Clay, M. M., & Cazden, C. B. (1990). A Vygotskian interpretation of Reading Recovery. In. LC Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 206–222).
Chinn, C. A., O'donnell, A. M., & Jinks, T. S. (2000). The structure of discourse in collaborative learning. The Journal of Experimental Education, 69(1), 77-97.
Chong, L.E.; Cragin, J. P., & Scherling, S. A. (1983, April). Manager work-related values in a Chinese corporation. Paper presented at the annual meeting of the Academy of International Business, San Francisco, U.S.A.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of educational research, 64(1), 1-35.
Cortazzi, M., & Jin, L. (2013). Introduction: Researching cultures of learning. In Researching Cultures of Learning (pp. 1-17). Palgrave Macmillan, London.
Cowie, H., & Rudduck, J. (1990). Learning through discussion. Handbook of educational ideas and practices, 803-812.
Croninger, R. M., Li, M., Cameron, C., & Murphy, P. K. (2017). Classroom discussions: Building the foundation for productive talk. In Classroom discussions in education (pp. 1-29). Taylor and Francis.
Davies, M., & Meissel, K. (2016). The use of Quality Talk to increase critical analytical speaking and writing of students in three secondary schools. British Educational Research Journal, 42(2), 342-365.
DePew, K. E., & Lettner-Rust, H. (2009). Mediating power: Distance learning interfaces, classroom epistemology, and the gaze. Computers and Composition, 26(3), 174-189.
Dochy, F. J., & Alexander, P. A. (1995). Mapping prior knowledge: A framework for discussion among researchers. European Journal of Psychology of Education, 10(3), 225-242.
Doise, W., & Mugny, G. (1979). Individual and collective conflicts of centrations in cognitive development. European Journal of Social Psychology.
Doise, W., Mugny, G., & Perret‐Clermont, A. N. (1975). Social interaction and the development of cognitive operations. European journal of social psychology, 5(3), 367-383.
Donato, R. (1994). Collective scaffolding in second language learning. Vygotskian approaches to second language research, 33456.
Eeds, M., & Wells, D. (1989). Grand Conversations: An Exploration of Meaning Construction in Literature Study Groups. Research in the Teaching of English, 23(1), 4-29.
Ennis, R. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9-26). New York: Freeman
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight assessment, 2007(1), 1-23.
Fischler, S. (1994). Social Stereotypes and Historical Analysis: the case of the imperial women at Rome. In Women in ancient societies (pp. 115-133). Palgrave Macmillan, London.
Fiske, A. P. (1991). Structures of social life: The four elementary forms of human relations: Communal sharing, authority ranking, equality matching, market pricing. Free Press.
French, D. C., Eisenberg, N., Vaughan, J., Purwono, U., & Suryanti, T. A. (2008). Religious involvement and the social competence and adjustment of Indonesian Muslim adolescents. Developmental psychology, 44(2), 597.
Gee, J. P. (2005). An introduction to discourse analysis: theory and method. New York: Routledge
Harris, A.J. & Sipay, E.R. (1985). Correlates of Reading Disabilities II: Nuerological, Physiological and Physical Factors. L. Akers, I. Glynn, D. Kleiner (Eds.) (pp. 280-285) White Plains, N.Y., Longman Inc.
Harrison, G. & McKinnon, J. (1999). Cross-cultural research in management control systems design: A review of the current state. Accounting, Organizations and Society, 24, 483–506.
Have P. (1999). Doing conversation analysis. London:Sage
Hatano, G. (1993). Commentary: Time to merge Vygotskian and constructivist conceptions of knowledge acquisition.
Hofstede, G. (1980). Motivation, leadership, and organization: do American theories apply abroad?. Organizational dynamics, 9(1), 42-63.
Hofstede, G. (1991). Cultures and organizations. Intercultural cooperation and its importance for survival. Software of the mind. London: Mc Iraw-Hill.
Hofstede, G. (2001). Culture's recent consequences: Using dimension scores in theory and research. International Journal of cross cultural management, 1(1), 11-17.
Hoyles, C., Healy, L., & Pozzi, S. (1992). Interdependence and autonomy: Aspects of groupwork with computers. Learning and instruction, 2(3), 239-257.
Hwang, A., Francesco, A. M., & Kessler, E. (2003). The relationship between individualism-collectivism, face, and feedback and learning processes in Hong Kong, Singapore, and the United States. Journal of Cross-Cultural Psychology, 34(1), 72-91.
Jadallah, M., Anderson, R. C., Nguyen-Jahiel, K., Miller, B. W., Kim, I. H., Kuo, L. J., ... & Wu, X. (2011). Influence of a teacher’s scaffolding moves during child-led small-group discussions. American Educational Research Journal, 48(1), 194-230.
Jurik, V., Gröschner, A., & Seidel, T. (2013). How student characteristics affect girls' and boys' verbal engagement in physics instruction. Learning and instruction, 23, 33-42.
Kasuya, M. (2008). Classroom interaction affected by power distance. Language Teaching Methodology and Classroom Research and Research Methods.
Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and instruction, 35, 94-103.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological review, 95(2), 163-182.
Kintsch, W. (1994). Text comprehension, memory, and learning. American psychologist, 49(4), 294-303.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge university press.
Kintsch, W. (2004). The construction-integration model of text comprehension and its implications for instruction. Theoretical models and processes of reading, 5, 1270-1328.
Kintsch, W., & Van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological review, 85(5), 363.
Kobarg, M., & Seidel, T. (2007). Prozessorientierte Lernbegleitung-Videoanalysen im Physikunterricht der Sekundarstufe I. Unterrichtswissenschaft, 35(2), 148-168.
Klopf, D. W. (1997). Cross-cultural apprehension research: Procedures and comparisons. Avoiding communication: Shyness, reticence, and communication apprehension, 269-284.
Kumpulainen, K., Van der Aalsvoort, G.M., & Kronqvist, E. (2003). Multiple lenses to peer collaboration: Explorations on children’s thinking within a situative perspective. Educational and Child Psychology, 20, 2, 80-99. ISSN: 0267 1611.
Kumpulainen, K., & Wray, D. (2003). Classroom interaction and social learning. London: RoutledgeFalmer.
Langer, J. A. (1995). Envisioning Literature: Literary Understanding and Literature Instruction. Language and Literacy Series. International Reading Association: Newark.
Lemke, J. L. (1990). Talking science: Language, learning, and values. Ablex Publishing: Norwood.
Li, G. (2012). Culturally contested Pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Suny Press.
Li, M., Murphy, P. K., & Firetto, C. M. (2014). Examining the effects of text genre and structure on fourth- and fifth-grade students’ high-level comprehension as evidenced in small group discussions. International Journal of Educational Psychology, 3(3), 205–234.
Li, M., Murphy, P. K., Wang, J., Mason, L. H., Firetto, C. M., Wei, L., & Chung, K. S. (2016). Promoting reading comprehension and critical–analytic thinking: A comparison of three approaches with fourth and fifth graders. Contemporary Educational Psychology, 46, 101-115.
Light, P., & Glachan, M. (1985). Facilitation of individual problem solving through peer interaction. Educational psychology, 5(3-4), 217-225.
Light, P., & Littleton, K. (1999). Social processes in children's learning (Vol. 4). Cambridge University Press.
Light, P., Littleton, K., Messer, D., & Joiner, R. (1994). Social and communicative processes in computer-based problem solving. European Journal of Psychology of Education, 9(2), 93.-109
Lin, T. J., Jadallah, M., Anderson, R. C., Baker, A. R., Nguyen-Jahiel, K., Kim, I. H., ... & Wu, X. (2015). Less is more: Teachers’ influence during peer collaboration. Journal of Educational Psychology, 107(2), 609.
Linden, M., & Wittrock, M. C. (1981). The teaching of reading comprehension according to the model of generative learning. Reading Research Quarterly, 44-57.
Liu, J. (2002). Negotiating silence in American classrooms: Three Chinese cases. Language and intercultural communication, 2(1), 37-54.
Lockhart, M., & Lockhart, G. (1994). Broken journey: Nhat Linh's' Going to France'[translated from the Vietnamese by Greg and Monique Lockhart with an introduction and commentary by Greg Lockhart.]. East Asian History, (8), 73.
Ishii, J. (1993). Considering the Relationship between Japanese Culture and Education. In Inagaki, T. (1993) (Ed.): 154-162.
Malamah-Thomas, D. (1988). Community theatre uses Culture for development in Sierra Leone,'. Media Development, 3, 25-27.
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological review, 98(2), 224.
McNamara, D. S., & Kintsch, W. (1996). Learning from texts: Effects of prior knowledge and text coherence. Discourse processes, 22(3), 247-288.
McSweeney, B. (2002). Hofstede’s model of national cultural differences and the consequences: A triumph of faith – a failure of analysis. Human Relations,55, 89–118.
Messer, D. J., Joiner, R., Loveridge, N., Light, P., & Littleton, K. (1993). Influences on the effectiveness of peer interaction: Children's level of cognitive development and the relative ability of partners. Social development, 2(3), 279-294.
Mercer, N. (1996). The quality of talk in children's collaborative activity in the classroom. Learning and instruction, 6(4), 359-377.
Mercer, N. (2000). Words and minds: How we use language to think together. Psychology Press.
Mercer, N. (2007). Sociocultural discourse analysis: Analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics and Professional Practice, 1(2), 137-168.
Meyer, B. J., & Freedle, R. O. (1984). Effects of discourse type on recall. American Educational Research Journal, 21(1), 121-143.
Myers, S. A., Zhong, M., & Guan, S. (1998). Instructor immediacy in the Chinese college classroom. Communication Studies, 49(3), 240-254.
Morra, S., Gobbo, C., Marini, Z., & Sheese, R. (2012). Cognitive development: neo-Piagetian perspectives. Psychology Press.
Mugny, G., & Doise, W. (1978). Socio‐cognitive conflict and structure of individual and collective performances. European journal of social psychology, 8(2), 181-192.
Mulder, M., Veen, P., Hartsuiker, D., & Westerduin, T. (1971). Cognitive processes in power equalisation. European Journal of Social Psychology.
Murphy, P. K. (2017). Classroom Discussions in Education. Routledge.
Murphy, P. K., Greene, J. A., Firetto, C. M., Hendrick, B., Li, M., Montalbano, C., & Wei, L. (2018). Quality Talk: Developing students’ discourse to promote high-level comprehension. American Educational Research Journal, 55, 1113–1160
Murphy, P. K., Firetto, C. M., Wei, L., Li, M., & Croninger, R. M. (2016). What REALLY works: Optimizing classroom discussions to promote comprehension and critical-analytic thinking. Policy Insights from the behavioral and brain sciences, 3(1), 27-35.
Murphy, K., Wilkinson, I., Soter, A., Hennessey, M., & Alexander, J. (2009). Examining the Effects of Classroom Discussion on Students' Comprehension of Text: A Meta-Analysis. Journal of Educational Psychology, 101(3), 740-764.
Nelson, G. (2000). Individualism-collectivism and power distance: Applications for the English as a second language classroom. The CATSOL Journal, 12(1), 73-89.
Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge University Press.
Niehoff, B. P., Turnley, W. H., Yen, H. J. R., & Sheu, C. (2001). Exploring cultural differences in classroom expectations of students from the United States and Taiwan. Journal of education for business, 76(5), 289-293.
Nystrand, M. (1997). Dialogic instruction: When recitation becomes conversation. Opening dialogue: Understanding the dynamics of language and learning in the English classroom, 1-29.
Nystrand, M., Gamoran, A., Kachur, R., & Prendergast, C. (1997). Opening dialogue. New York: Teachers College Press.
Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse processes, 35(2), 135-198.
Ogle, D. M. (1986). KWL: A teaching model that develops active reading of expository text. The reading teacher, 39(6), 564-570.
O'Tuel, F. S., & Bullard, R. K. (1993). Developing higher order thinking in the content areas K-12. Critical Thinking Books & Software.
Paul, R. W., & Binker, A. J. A. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. Sonoma State University: CA.
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary educational psychology, 8(3), 317-344.
Piaget, J. (1928). Logique génétique et sociologie. Revue Philosophique de la France et de l'Étranger, 105, 167-205.
Pressley, M. (2001). Comprehension instruction: What makes sense now, what might make sense soon. Reading online, 5(2), 1-14.
Puntambekar, S., & Kolodner, J. L. (2005). Toward implementing distributed scaffolding: Helping students learn science from design. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 42(2), 185-217.
Redding, S.G.(1994). Comparative management theory: Jungle, zoo or fossil bed? Organization Studies, 15, 323–59.
Reninger, K. B., & Wilkinson, I. A. G. (2010). Using discussion to promote striving readers’ higher level comprehension of literary texts. In J. L. Collins and T. G. Gunning (Eds.), Building struggling students’ higher level literacy: Practical ideas, powerful solutions (pp. 57-83). Newark, DE: International Reading Association.
Remedios, L., Clarke, D., & Hawthorne, L. (2008). The silent participant in small group collaborative learning contexts. Active learning in higher education, 9(3), 201-216.
Resnick, L. B. (1987). Education and learning to think. Washington, DC: National Academy Press.
Resnick, L., Asterhan, C., & Clarke, S. (2015). Socializing intelligence through academic talk and dialogue. American Educational Research Association.
Reznitskaya, A., Kuo, L. J., Glina, M., & Anderson, R. C. (2009). Measuring argumentative reasoning: What's behind the numbers? Learning and Individual Differences, 19(2), 219-224.
Reznitskaya, A., & Anderson, R. C. (2002). The argument schema and learning to reason. In C. C. Block, & M. Pressly (Eds.), Comprehension instruction (pp. 319-334). New York: Guilford.
Reynolds, R. E., Taylor, M. A., Steffensen, M. S., Shirey, L. L., & Anderson, R. C. (1982). Cultural schemata and reading comprehension. Reading Research Quarterly, 353-366.
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press.
Richard, M. O., & Toffoli, R. (2009). Language influence in responses to questionnaires by bilingual respondents: A test of the Whorfian hypothesis. Journal of Business Research, 62(10), 987-994.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford university press.
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of educational research, 64(4), 479-530.
Roth, F. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early reading. The Journal of Educational Research, 95(5), 259-272.
Ruiz-Primo, M. A. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37(1), 15-24.
Shuell, T. J. (1996). The role of educational psychology in the preparation of teachers. Educational Psychologist, 31(1), 5-14.
Shen, H. H. (2005). Linguistic complexity and beginning-level L2 Chinese reading. Journal-Chinese Language Teachers Association, 40(1), 1-27.
Smith, P. B. (2002). Culture’s consequences: Something old and something new. Human relations, 55(1), 119-135.
Soter, A., Wilkinson, I. A., Murphy, P. K., Rudge, L., & Reninger, K. B. (2006). Analyzing the discourse of discussion: Coding manual. Unpublished manuscript, Columbus, OH.
Soter, A. O. (2007). The use of discussion as a pedagogical tool in the university context. Talking About Teaching.
Soter, A. O., Wilkinson, I. A., Murphy, P. K., Rudge, L., Reninger, K., & Edwards, M. (2008). What the discourse tells us: Talk and indicators of high-level comprehension. International Journal of Educational Research, 47(6), 372-391.
Soter, A. O., Wilkinson, I. A. G., Connors, S., Murphy, P. K. & Shen, V. (2010). Deconstructing “aesthetic response” in small-group discussions about literature: A possible solution to the “aesthetic response” dilemma. English Education, 42, 204–225.
Spodek, B. (1985). Early Childhood Education's Past as Prologue: Roots of Contemporary Concerns. Young Children, 40(5), 3-7.
Stubbs, M. (1983). Discourse analysis: The sociolinguistic analysis of natural language (Vol. 4). Chicago: University of Chicago Press.
Tharp, R. G., & Gallimore, R. (1991). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge University Press.
Triandis, H. C. (2001). Individualism‐collectivism and personality. Journal of personality, 69(6), 907-924.
Wade, S., Thompson, A., & Watkins, W. (1994). The role of belief systems in authors’ and readers’ constructions of texts. Beliefs about text and instruction with text, 265-293.
Walshaw, M., & Anthony, G. (2008). The teacher’s role in classroom discourse: A review of recent research into mathematics classrooms. Review of educational research, 78(3), 516-551.
Watson, J. (2001). Social constructivism in the classroom. Support for learning, 16(3), 140-147.
Weaver, R. R., & Qi, J. (2005). Classroom organization and participation: College students' perceptions. The Journal of Higher Education, 76(5), 570-601.
Webb, N. M. (1982). Student interaction and learning in small groups. Review of Educational research, 52(3), 421-445.
Webb, N. M. (1985). Verbal interaction and learning in peer‐directed groups. Theory into practice, 24(1), 32-39.
Webb, N. M. (1989). Peer interaction and learning in small groups. International journal of Educational research, 13(1), 21-39.
Webb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K. (2009). ‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups. Cambridge journal of education, 39(1), 49-70.
Wei, L., Murphy, P. K., & Firetto, C. M. (2018). How can teachers facilitate productive small-group talk?: An integrated taxonomy of teacher discourse moves. The Elementary School Journal, 118, 578–609. doi:10.1086/69753
Wells, G. (1999). Language and education: Reconceptualizing education as dialogue. Annual Review of Applied Linguistics, 19, 135-155.
Weinstein, R. S., Marshall, H. H., Sharp, L., & Botkin, M. (1987). Pygmalion and the student: Age and classroom differences in children's awareness of teacher expectations. Child development, 1079-1093.
Wertsch, J. V., del Río, P. E., & Alvarez, A. E. (1995). Sociocultural studies of mind. Cambridge University Press.
Wheelock, A. (2000). Professional collaboration to improve teacher and student work. Conversations: Turning Points : Transforming Middle Schools, 1 (1), 1-12.
Wilkinson, I. A. G., Reninger, K. B., & Soter, A. O. (2010). Developing a professional development tool for assessing quality talk about text. In R. T. Jimenez, V. J. Risko, D. W. Rowe, and M. Hundley (Eds.), 59th Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.
Wilkinson, I. A. G., Murphy, P. K., & Binici, S. (2015). Dialogue-intensive pedagogies for promoting reading comprehension: What we know, what we need to know. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 37–50). Washington, DC: American Educational Research Association
Wilkinson. I. A. G., & Son. E. H. (2011). A dialogic turn in research on learning and teaching to comprehend. In M. L. Kamil, P. D. Pearson, E. Moje, and P. Afflerbach (Eds.), Handbook of reading research, Volume IV (pp. 359-387). NY: Routledge.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.
Wursten, H., & Jacobs, C. (2013). The impact of culture on education. Can we introduce best practices in education across countries. ITIM International, 1, 1-28.
Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet psychology, 5(3), 6-18.
Vygotsky, L. S. (1978). Mind in society (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University
Vygotsky, L. S. (1986). Thought and language-Revised edition. Cambridge, MA: Massachusetts Institute of Technology.
Vygotsky, L. S. (2012). Thought and language. MIT press.
Yekovich, F. R., Walker, C. H., Ogle, L. T., & Thompson, M. A. (1990). The influence of domain knowledge on inferencing in low-aptitude individuals. In Psychology of Learning and Motivation (Vol. 25, pp. 259-278). Academic Press.
Yuan, Y., & Xie, Q. (2013). Cultures of learning: An evolving concept and an expanding field. In Researching Cultures of Learning (pp. 21-40). Palgrave Macmillan, London.
Zhang, D. (2005). Parent practices in facilitating self-determination skills: The influences of culture, socioeconomic status, and children's special education status. Research and Practice for Persons with Severe Disabilities, 30(3), 154-162.
林意珊(2015)。有問題的, 請舉手. 臺灣教育評論月刊,4(5),176-177頁。
林欣宜(2015)。論中華文化倫理中之權力關係與距離。南台人文社會學報,14,141-166頁。
沈文蓓(1997)。小學高年級學生小組討論之歷程分析(未出版之碩士論文)。國立臺南師範學院,臺南。
邱文美(2011)。看見他人的重要. 師友月刊,530 86-89頁。
李連珠(1992)。早期閱讀發展釋疑之一: 兼談家庭閱讀活動. 幼兒教育年刊, 5, 109-125頁。
連啟舜。(2001)。國內閱讀理解教學研究成效之統合分析研究(未出版之碩士論文)臺灣師範大學教育心理與輔導學系,台北。
葉玉珠. (2002)。高層次思考教學設計的要素分析。中山通識教育學報,1,75-101。
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top