高校外语教师概述策略教学元认知知识研究
节选
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《高校外语教师概述策略教学元认知知识研究》尝试从元认知层面探讨英语阅读教师的知识建构。具体来说,本书着眼于宏观的元认知理论研究在微观领域的应用,探讨如何建构、阐释和验证高校英语教师采用论说文教授概述策略的元认知知识框架。本书可作为培训教师建构元认知知识框架的学术性参考资料,且书中的研究模式亦可在教育博士论文写作和教材编写方面得到应用和推广。本书由徐蔚、(美)达戈斯蒂诺、卡里菲奥著。
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本书特色
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《高校外语教师概述策略教学元认知知识研究》尝试从元认知层面探讨英语阅读教师的知识建构。具体来说,本书着眼于宏观的元认知理论研究在微观领域的应用,探讨如何建构、阐释和验证高校英语教师采用论说文教授概述策略的元认知知识框架。本书可作为培训教师建构元认知知识框架的学术性参考资料,且书中的研究模式亦可在教育博士论文写作和教材编写方面得到应用和推广。本书由徐蔚、(美)达戈斯蒂诺、卡里菲奥著。
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内容简介
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《高校外语教师概述策略教学元认知知识研究》梳理和总结了以高校外语教师用论说文教授概述策略时应具备的元认知知识为研究内容的学术专著建构与验证过程。整个研究过程应用了Carifio-Perla(2011)的教育材料发展理论,体现了哈佛商学院案例研究模式。书中还进一步讨论了**作者如何将专著中所涉及的研究内容上升到元认知层面加以理解、深化和反思的过程。
要培养大学生英语阅读方面的元认知意识,使其成为具备元认知能力的读者,高校英语教师应该具备相应的元认知知识,并基于元认知模式或/和阅读理解理论做教学决策、开展课堂教学实践。《高校外语教师概述策略教学元认知知识研究》可作为培训教师建构元认知知识框架的学术性参考资料,且书中的研究模式亦可在教育博士论文写作和教材编写方面得到应用和推广。
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目录
ForewordPreface前言AcknowledgmentsList of TablesList of FiguresChapter One Introduction1 1 Necessity of Exploring ESL/EFL Reading Teachers’ Knowledge Base1 2 Difficulty of Exploring ESL/EFL Reading Teachers’ Knowledge Base1 3 Status Quo of Exploring ESL/EFL Reading Teachers’ Knowledge Base1 3 1 Exploring Teachers’ Knowledge Base at the Cognitive Level1 3 2 Exploring Teachers’ Knowledge Base at the Metacognitive Level1 4 Research PurposeChapter Two Design of a Case Study on Metacognitive Knowledge2 1 Base of the Research Design: Carifio-Perla Model ForewordPreface前言AcknowledgmentsList of TablesList of FiguresChapter One Introduction1 1 Necessity of Exploring ESL/EFL Reading Teachers’ Knowledge Base1 2 Difficulty of Exploring ESL/EFL Reading Teachers’ Knowledge Base1 3 Status Quo of Exploring ESL/EFL Reading Teachers’ Knowledge Base1 3 1 Exploring Teachers’ Knowledge Base at the Cognitive Level1 3 2 Exploring Teachers’ Knowledge Base at the Metacognitive Level1 4 Research PurposeChapter Two Design of a Case Study on Metacognitive Knowledge2 1 Base of the Research Design: Carifio-Perla Model2 2 Design of the Research: A Two-Phase Case Study2 2 1 Case Study: Phase Ⅰ2 2 2 Case Study: Phase ⅡChapter Three Construction of a General Metacognitive Knowledge Framework3 1 Understanding the Concept of Metacognition3 2 Distinguishing Met&cognition from Cognition3 3 Understanding the Concept of Metacognitive Knowledge3 4 Flavell’s Conceptualization of Metacognitive Knowledge3 4 1 Metacognitive Knowledge= A Class of Metacognitive Phenomena3 4 2 Metacognitive Knowledge: The Base of Metacognitive Phenomena3 4 3 Metacognitive Knowledge= Its Three Variables3 5 Other Researchers’ Conceptualization of Metacognitive Knowledge3 5 1 Knowledge Structures in Information Processing Theory3 5 2 Knowledge Structures in Cognitive Psychology3 6 A Theoretical Framework of Metacognitive KnowledgeChapter Four Elaboration of the Constructed Metacognitive Knowledge Framework4 1 The Scope of Investigating Reading Teachers’ Metacognitive Knowledge4 2 The Identification of the Critical and High Quality Knowledge Base4 3 The Finalization of the Content of The MonographChapter Five Validation of the Metacognitive Knowledge Exploration5 1 Methodology of the Validation5 1 1 Review Panels5 1 2 Data Collection5 1 3 Data Analyses5 2 Results of the Validation5 2 1 Structured Responding Results5 2 1 1 Structured Item-by-Item Responses by Teacher Educators5 2 1 2 Structured Item-by-Item Responses by In-Service Reading Teachers5 2 1 3 Structured Criteria Responses by Teacher Educators5 2 1 4 Structured Criteria Responses by In-Service Reading Teachers5 2 1 5 Structured Responding Results by Both Panels in Comparison5 2 2 Open-Ended Responding Results5 2 2 1 Description of the Open-Ended Responses by Both Panels5 2 2 2 Rated Open-Ended Responses by Teacher Educators5 2 2 3 Rated Open-Ended Responses by In-Service Reading Teachers5 3 All Responses by Both Panels in Comparison5 4 Surnry and Discussion of the Results5 4 1 Views on the General MKF Construction5 4 2 Views on the General MKF Elaboration5 4 2 1 A Reading Model5 4 2 2 Enfolding the General MKF in the ESL/EFL Context5 4 2 3 Constructs and Teaching Demands of Summarizing Strategies Instruction5 4 2 4 Strategy Categories of Summarizing Strategies Instruction5 4 2 5 Selection of Cognitive and Metacognitive Pedagogical Strategies5 4 2 6 A Sample Lesson Plan5 4 3 Differences in Evaluating The Monograph5 4 4 Summing-up of the ResultsChapter Six Cross-Validation of and Personal Reflection on the Research Process6 1 Cross-Validation of the Results from Other Studies6 2 Analysis of the Informal Research Journal6 2 1 Theme Ⅰ: Understanding the Concept “Metacognition6 2 2 Theme Ⅱ: Organizing and Synthesizing Resources6 2 3 Theme Ⅲ: Writing of The MonographChapter Seven Final Reflections7 1 Overview of the Research Design7 1 1 Phase Ⅰ of the Study= The Theorization Process7 1 2 Phase Ⅱ of the Study: The Validation Process7 2 Limitations of the Case Study7 3 Implications of the Case Study7 4 Directions for Future Research7 5 Concluding CommentsReferencesDefinition of TermsAppendicesAppendix AAppendix BAppendix O
封面
书名:高校外语教师概述策略教学元认知知识研究
作者:徐蔚，Lorraine Dagostin
页数:241
定价:¥32.0
出版社:同济大学出版社
出版日期:2013-09-01
ISBN:9787560851839
PDF电子书大小:151MB 高清扫描完整版