A Balanced Approach to English Reading and Writing Instruction-A Case Study

平衡式的英語讀寫教育：個案研究

陳月妙(Yueh-Miao Chen)

《通識教育學報》 8期 (2005/12) Pp. 163-188

https://doi.org/10.7107/JGED.200512.0163

摘要

這篇論文是有關美國洛杉磯一所小學的語文讀寫教育之個案研究。研究者使用參與觀察與訪談的方法收集資料，經分析整理後呈現出該所小學英語讀寫教學各種活動及其理論基礎之敘述性報告。在此研究中，作者參與觀察了三個班級之語文教學活動，包括一班一年級、一班四年級、一班英語為第二語之班級，期間前後約一學期；讀寫之各種教學活動，如引導閱讀、個人化閱讀、主題式閱讀與寫作、故事地圖、援助學習、每週定訪圖書館、文學閱讀回應、寫作工作坊、自傳寫作、文法教學等均一一描述報告。同時，研究者亦訪談了三位教師、該校校長及一位專長語文與師資教育之大學教授，探討她們對教育的理念、信仰與實踐。簡言之，此研究為質的個案研究，探討實際之讀寫教學活動、其理論基礎及教師校長教授之看法；而在實踐中，很清楚地，這所小學的語文教育是採平衡的策略，也就是閱讀教學同時含字辭辨認及全文結構理解與思考之學習，而寫作教學亦一併包含拼字文法標點練習以及思維表達寫作能力之訓練。

關鍵字

語文教育 ； 閱讀教學 ； 寫作教學

並列摘要

This paper presents a case study of literacy education at an elementary school in. L.A., U.S.A. The researcher used participant observation and interviews to collect data and presented a descriptive account of the reading and writing instruction at the elementary school. In this study, three classes, including one first-grade class, one fourth-grade class, and one ESL class, were observed focusing on their classroom activities oriented toward to developing students' reading and writing abilities. Various activities such as guided reading, individualized reading, thematic reading and writing, story map, scaffolding practice, visiting library, response to literature, writing workshop: autobiography writing, grammar instruction, etc., were reported. As for interviews, there were three teachers, the principal, and one professor specializing on literacy education and teacher education interviewed and reported about their beliefs and practices. In a word, this is a qualitative case study reporting the real instructing activities in classes as well as their underlying theories and viewpoints of practitioners, the administrator, and one university professor. It is clear that the teachers in this study used ”a balanced approach” to teaching reading and writing, i.e., reading instruction involving both word recognition and identification and comprehension, and writing instruction involving learning to express meaningful ideas as well as using conventional spelling, grammar, and punctuation to express those ideas (Tompkins, 2003:15).

並列關鍵字

Literacy Education ； Reading Instruction ； Writing Instruction

參考文獻

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