政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/142674
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113656/144643 (79%)
造訪人次 : 51721079      線上人數 : 343
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/142674


    題名: 透過線上文學圈來培養高中生的批判思考能力及英語閱讀技巧：四位台灣高中生之個案研究
    Cultivating Critical Thinking Ability and English Reading Skills Through Online Literature Circles: A Case Study on Four Taiwanese High School Students
    作者: 陳柔含
    Chen, Jou-Han
    貢獻者: 許麗媛
    Hsu, Li-Yuan
    陳柔含
    Chen, Jou-Han
    關鍵詞: 文學小圈圈
    線上學習
    批判性思考
    Critical thinking
    Literature circle
    日期: 2022
    上傳時間: 2022-12-02 15:25:15 (UTC+8)
    摘要: 文學小圈圈向來被譽為是幫助自主學習，和創造有意義學習的方式，近幾年也有研究指出，文學小圈圈的運用可以幫助學習者的批判性思考。本研究觀察四位臺灣高中生運用線上的方式，在Google Classroom平台進行十週非同步的文學圈文字討論。本研究目的欲透過線上文學圈，著重研究三個方面：批判思考能力、閱讀能力自我評估、對於線上文學圈的看法。
    本研究資料分析來源主要有：受試者在平台上發表的討論問題，閱讀技巧的前後測問卷，文學圈的回饋問卷，以及小組訪談。經過本次的研究，受試者對於線上文學圈都有正面的看法，在受試者的問題討論中，隨著文學圈的進行，受試者得以提出較多符合布魯姆教學目標的高層次問題，因此可以得知批判性思考的提升。再者，從前後測問卷結果比較發現，受試者的分數提升，可以推斷在閱讀能力方面是有產生正向的變化。
    Literature circles (LCs) have long been promoted as a beneficial way to create meaningful and autonomous learning among readers. Recent research has also shown the potential of using LCs in fostering students’ critical thinking ability. The present study aimed to look at the effects of implementing an online LC group on four Taiwanese high school students. They interacted with each other through posting asynchronous text messages on the Google Classroom platform for ten weeks. The study examined these participants’ learning experience in three aspects: their development of critical thinking ability, self-evaluated English reading skills, and attitudes towards learning English.
    The data of this case study were collected from multiple sources including discussion questions collected from the online platform, the pre- and post- surveys on English reading skills, the feedback survey, and group interview. The results of the study showed that overall the participants provided positive feedback toward the online LC learning experience. The participants were also found to produce an increasingly higher proportion of higher-order questions in the online LC discussion, indicating their development of critical thinking ability. Furthermore, a positive change in scores was also reported from the participants’ pre- and post- surveys, indicating an improvement in their self-evaluated English reading skills.
    參考文獻: Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning,
    teaching, and assessing: A revision of Bloom’s taxonomy of educational
    objectives. New York: Longman.
    Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Boston, MA: Heinle & Heinle Publishers.
    Au, Kathryn H & Raphael, Taffy E. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59(3) 206-221.
    Beach, R., & Lundell, D. (1998). Early adolescents’ use of computer-mediated
    communication in writing and reading. In D. R. Reinking, M. C. McKenna, L. D.
    Labbo, & R.D. Kieffer (Eds.), Handbook of literacy and technology:
    Transformation in a post-typographic world (pp. 93-112). Mahwah, NJ:Erlbaum.
    Beeghly, D.G. (2005). It’s about time: Using electronic literature discussion groups with adult learners. Journal of Adolescent & Adult Literacy 49(1), 12-21.
    Berlyne, D. E. (1965). Structure and direction in thinking. New York: McGraw-Hill.
    Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational
    goals. Handbook 1: Cognitive domain. New York: David McKay.
    Bowers-Campbell, J. (2011). Take it out of class: Exploring virtual literature circles. Journal of Adolescent & Adult Literacy, 54(8), 557-567.
    Chen, C. (2016). Implementing Literature Circles to Enhance Taiwanese English
    Majors’ Reading Comprehension and Motivation. Unpublished master’s thesis,
    National Pingtung University, Taiwan.
    Chen, I.-C. J. (2020). Integrating Literature Circles To Facilitate Reading Comprehension On Facebook Groups: Questioning And Learning Perceptions. Taiwan Journal of TESOL, 17(2), 119-146.
    Chen, W., & Ho, M. (2018). An alternative to reading instruction: Implementing literature circles in a college-level EFL classroom. The Elementary Education Journal, 65(2), 53-81.
    Clarke, L.W., & Holwadel, J. (2007). “Help! What is wrong with these literature circles and how can we fix them?” The Reading Teacher, 61(1), 20-29.
    Cohen, A. D. (2010). “Focus on the language learner: styles, strategies and motivation” in N. Schmitt (ed.).
    Condry, J., & Chambers, J. (2015). Intrinsic motivation and the process of learning. In The hidden costs of reward (pp. 61-84). Psychology Press.
    Daniels, H. (1994). Literature circles: Voice and choice in the student-centered classroom. Portland, ME: Stenhouse Publishers.
    Daniels, H. (2002). Literature circles: Voice and choice in book clubs & reading groups (2nd ed.). York, ME: Stenhouse.
    Dewey, J. (1990). How we think. Lexington. MA: PC Health & Co.
    Ennis, R. H. (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: W. H. Freeman.
    Ennis, R. H. (1991). Critical thinking: A streamlined conception. Teaching Philosophy, 14(1), 5-25.
    Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179-186.
    Facione, P. A. (2000). The disposition toward critical thinking: Its character. Measurement, and Relationship to Critical Thinking Skill. Informal Logic,20(1),61-84.
    Frey, J. H., & Fontana, A. (1991). The group interview in Social Research. The Social Science Journal, 28(2), 175-187.
    Gerring, J. (2006). Case study research: Principles and practices. Cambridge University Press.
    Holt, J., Bell, B.H. (2000). Good books, good talk, good readers. Primary Voices K-6, 9(1), 3-7.
    Huang, H.-yi. (2008). Implementing Literature Circle in an EFL Reading Class at a Technological University. Unpublished master’s thesis, National Kaohsiung University of Science and Technology, Taiwan.
    Kagan, J. (1972). Motives and development. Journal of Personality and Social Psychology, 22, 51-66.
    Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212-218.
    Lin, Y.-Y. (2013). Using Literature Circles to Develop Critical Thinking Skills in a
    Senior High EFL Classroom in Taiwan. Unpublished master’s thesis, National
    Chengchi University, Taiwan.
    Lowry, L., & Brown, B. (2004). Number the stars. Random House/Listening Library.
    Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New
    directions for adult and continuing education, 2001(89), 25-34.
    Nickerson, R. S. (1987). Teaching thinking skills: Theory and practice. In Why teach thinking (pp. 27-38). essay, New York: Freeman.
    Nurhadi, K. (2017). Developing Students’ Reading Comprehension By Using Literature Circle. Wiralodra English Journal, 1(1), 27-36.
    Salam, U. (2020). The students’ use of google classroom in learning English. JPI (Jurnal Pendidikan Indonesia), 9(4), 628.
    Seddon, G. M. (1978). The properties of Bloom’s taxonomy of educational objectives for the cognitive domain. Review of educational research, 48(2), 303-323.
    Scriven, M. & Paul, R. (2008a) Our Concept of Critical Thinking, Foundation for Critical Thinking.
    Shelton-Strong, S. J. (2011). Literature circles in elt. ELT Journal, 66(2), 214-223.
    Shen, F.-Y. (2013). Using group discussion with Taiwan’s EFL college students: A comparison of comprehension instruction for book club, literature circles, and instructional conversations. English Language Teaching, 6(12), 58-78.
    Spada, N. and P. Lightbown. (2010). ‘Second language acquisition’ in N. Schmitt (ed.). Harlow: Longman.
    Stein, D., & Beed, P.L. (2004). Bridging the gap between fiction and nonfiction in the literature circle setting. The Reading Teacher, 57(6), 510-518.
    Sternbery, R. J., Roediger, H. L., & Halpern, D. F. (2007). Critical thinking in psychology. Cambridge and New York: Cambridge University Press.
    Stewart, P. (2009). Facebook and virtual literature circle partnership in building a community of readers. In Knowledge quest: journal of the American Association of School Librarians (4th ed., Vol. 37, pp. 28-33). essay, American Library Association.
    Sulissusiawan, A., & Salam, U. (2017). Students’ Use of Online Resources to Enhance Learning Endeavors. International Journal of Virtual and Personal Learning Environments (IJVPLE), 7(2), 44-53.
    Tao, L., & Reinking, D. (2000). Issues in technology: E-mail and literacy education. Reading and Writing Quarterly, 16(2), 169-174
    Tosuncuoglu, I. (2018). Place of Critical Thinking in EFL. International Journal of Higher Education, 7(4), 26.
    Wang, P.-W. (2019). Applying Literature Circles in Enhancing Taiwanese Junior High School Students’ English Reading Comprehension. Unpublished master’s thesis, National Pingtung University, Taiwan.
    Wolsey, T.D. (2004). Literature discussion in cyberspace: Young adolescents using threaded discussion groups to talk about books. Reading Online, 7(4).
    描述: 碩士
    國立政治大學
    英語教學碩士在職專班
    108951003
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0108951003
    資料類型: thesis
    DOI: 10.6814/NCCU202201724
    顯示於類別:[英語教學碩士在職專班] 學位論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    100301.pdf1087KbAdobe PDF2103檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋