| | | | 提問序列與學習空間拓展行動研究(英文版)劉傳江廈門大學出版社97 | | 該商品所屬分類：圖書 -> ε | | 【市場價】 | 640-928元 | | 【優惠價】 | 400-580元 | | 【作者】 | 劉傳江 | | 【出版社】 | 廈門大學出版社 | | 【ISBN】 | 9787561571774 | | 【折扣說明】 | 一次購物滿999元台幣免運費+贈品
一次購物滿2000元台幣95折+免運費+贈品
一次購物滿3000元台幣92折+免運費+贈品
一次購物滿4000元台幣88折+免運費+贈品
| | 【本期贈品】 | ①優質無紡布環保袋，做工棒！②品牌簽字筆 ③品牌手帕紙巾
|
|
| 版本 | 正版全新電子版PDF檔 | | 您已选择： | 正版全新 | 溫馨提示：如果有多種選項，請先選擇再點擊加入購物車。*. 電子圖書價格是0.69折，例如了得網價格是100元，電子書pdf的價格則是69元。
*. 購買電子書不支持貨到付款，購買時選擇atm或者超商、PayPal付款。付款後1-24小時內通過郵件傳輸給您。
*. 如果收到的電子書不滿意，可以聯絡我們退款。謝謝。 | | | |
| | 內容介紹 | |
出版社：廈門大學出版社 ISBN：9787561571774 商品編碼：10044834955361 包裝：平裝 開本：16開 出版時間：2021-06-01 頁數：333 代碼：85 作者：劉傳江
"| 商品基本信息，請以下列介紹為準 | | 商品名稱： | 提問序列與學習空間拓展行動研究(英文版) | | 作者： | 劉傳江 | | 代碼： | 85.0 | | 出版社： | 廈門大學出版社 | | 出版日期： | 2021-06-01 | | ISBN： | 9787561571774 | | 印次： | 1 | | 版次： | 1 | | 裝幀： | | | 開本： | 16開 |
| 內容簡介 | | 本書為外語課堂教學領域的研究專著，關注教師課堂提問的設計與實施的效率問題。全書分為8個章節，根據教育學界的“提問序列”(questioning sequences)和“學習空間”(the space for learning)兩個理論概念，開展一個學期內開展三輪行動研究以及小組訪談、問卷調查求證在課堂教學中使用提問序列來創設學影響因素。研究者結本研究主要發現的基礎上，提出了對課堂教學研究、教師提問實踐和教材提問設計等方面的啟示，指出了研究存在的不足之處，並對將來的研究做出了展望。 |
| 目錄 | List of Abbreviationr/>List of Tabler/>List of Figurer/>Chapter 1 Introduction
1.1 Motivation for the study
1.1.1 Importance of teacher questions in classroom instruction
1.1.2 Ineffective teacher questions due to lack of explicit goalr/> 1.1.3 Neglect of instructional objectives in research on teacher questionr/> 1.2 Rationale for the study
1.2.1 Questioning sequencer/> 1.2.2 Learning space
1.3 Overview of the action research
1.4 Structure of the dissertation
Chapter 2 Literature Review
2.1 Taxonomies of teacher questionr/> 2.1.1 Taxonomieased on formr/> 2.1.2 Taxonomieased on functionr/> 2.1.3 Taxonomieased on multiple dimensionr/> 2.2 Research on language teacher questionr/> 2.2.1 Interaction analysir/> 2.2.2 Discourse analysir/> 2.2.3 Conversation analysir/> 2.3 Questioning sequences as units of nning and analysir/> 2.3.1 Questioning sequences as sequences of questionr/> 2.3.2 Questioning sequences as a series of and processing questi
2.3.3 Questioning sequences as the framework for a unit
2.4 Leaming space as the measure of questioning sequencer/> 2.4.1 Learning as the experience of variation
2.4.2 The object of learning
2.4.3 The critical aspects of the object of learning
2.4.4 Ways to create the space of learning.
2.5 Questioning sequences for the extension of L2 learning space
2.5.1 The objects of learning of a language courr/> 2.5.2 Questioning sequences in the light of L2 learning space
2.6 Summary
Chapter 3 Methodology
3.1 Preliminary work
3.1.1 Context
3.1.2 Procedurer/> 3.1.3 Findingr/> 3.1.4 Summary
3.2 Action research
3.2.1 Action research in language teaching
3.2.2 A proactive/structured action research design
3.2.3 Interactional organizations as a tool for reflection
3.3 Research design
3.3.1 Research questionr/> 3.3.2 Participantr/> 3.3.3 Procedurer/> 3.4 Data collection and analysir/> 3.4.1 Data collection and analysis during AR
3.4.2 Data collection and analysis after AR
3.5 Validity concerns and ethical issuer/> 3.6 Summary
Chapter 4 First Cycle of Action Research
4.1 Focusing
4.2 Planning
4.3 Implementing
4.3.1 Identifying the objects of learning
4.3.2 Designing questionr/> 4.3.3 Enacting questionr/> 4.4 Evaluating
4.4.1 Students' learning logr/> 4.4.2 Peer observation feedback.
4.4.3 Group discussion noter/> 4.4.4 Stimulated reflection journalr/> 4.4.5 Implicationr/>Chapter 5 Second Cycle of Action Research
5.1 Focusing
5.2 Planning
5.3 Implementing
5.3.1 Identifying the objects of learning
5.3.2 Designing questionr/> 5.3.3 Handing out the questions as a guide for preview
5.3.4 Enacting questionr/> 5.4 Evaluating
5.4.1 Students' learning logr/> 5.4.2 Peer observation feedback.
5.4.3 Group discussion noter/> 5.4.4 Stimulated reflection journalr/> 5.4.5 Implicationr/>Chapter 6 Third Cycle of Action Research
6.1 Focusing
6.2 Planning
6.3 Implementing
6.3.1 Identifying the objects of learning
6.3.2 Designing questionr/> 6.3.3 Incorporating student questionr/> 6.3.4 Enacting questionr/> 6.4 Evaluating
6.4.1 Students' learning logr/> 6.4.2 Peer observation feedback.
6.4.3 Group discussion noter/> 6.4.4 Stimulated reflection journalr/> 6.4.5 Implicationr/>Chapter 7 Further Discussion
7.1 Design and implementation of teacher questionr/> 7.1.1 Identifying appropriate instructional objectiver/> 7.1.2 Sequencing questiony varying acts and contentr/> 7.1.3 Adapting design and implementation based on reflectionr/> 7.2 Contributions to student learning
7.2.1 Development of autonomous learning
7.2.2 Improvement of text comprehension
7.2.3 Increased willingness to participate in classroom interaction
7.2.4 Cultivation of critical thi
7.2.5 Renovated recognition of course objectiver/> 7.2.6 Further evidence
7.3 Major factors affecting instructional effectivener/> 7.3.1 Difficulty of questionr/> 7.3.2 Students' varied needr/> 7.3.3 Sufficiency of preparation before clar/> 7.3.4 Management of classroom interaction
7.3.5 Teacher-student rapport
7.5 Summary
Chapter 8 Conclusion
8.1 Major findingr/> 8.2 Implicationr/> 8.3 Limitationr/> 8.4 Suggestions for future research
Bibliography
Appendicer/> Appendix A: Questionnaire on students' attitude towards teacher questioning and the intensive reading courr/> Appendix B: Questionnaire on reading strategier/> Appendix C: Summary writing rating scale
Appendix D: Peer classroom observation sheet
Appendix E: Questions for the after-class group discussionr/> Appendix F: Questions for the focus group interviewr/> Appendix G: Transcription system
Acknowledgmentr/> |
" | | |
| | | | |
|
