施澜：“KWLS教学策略+翻转课堂”在高职课堂教学的应用研究 佐证材料.docx

《施澜：“KWLS教学策略+翻转课堂”在高职课堂教学的应用研究 佐证材料.docx》由会员分享，可在线阅读，更多相关《施澜：“KWLS教学策略+翻转课堂”在高职课堂教学的应用研究 佐证材料.docx（8页珍藏版）》请在第一文库网上搜索。

1、“KW1S教学策略+翻转课堂”在高职课堂教学的应用研究佐证材料KW1S教学策略是元认知教学策略的一种，以下是申报人的相关成果，谢谢：1anShi&Cheng1E.C.K.(2023).Deve1opingmetacogitiveteachinginChinese1anguagethroughconducting1essonStudyinShanghai.Internationa1Journa1for1essonand1earningStudies.1O(1).75-88.(SSCI)文中分析了KW1策略。请见下图Thecurrentissueandfu11textarchiveofthisjo

2、urna1isavai1ab1eonEmera1dInsightat:https:/WWWDeve1opingmetacognitiveteaching聆鬻萧inChinese1anguagethroughconducting1Sconducting1essonstudyinShanghai1anShiandEricC.K.ChengReceived17September2023DepartmentOfCurricu1umandInstruction,TheEducationUniversityofHongKong,A鬻1黑:隐歌HongKongfChinaAbstractPurposeThi

3、spaperinvestigatestheeffectivenessofmetacognitiveteachingmethodsonstudents,readingcomprehensionthrougha1essonstudycaseconductedinShanghai.Design/methodo1ogy/approachThisstudyadoptsanexperimenta1designwithcontro1groupsandexperimenta1groups.P1an-do-check-act(PDCA)cyc1esof1essonstudywereconductedtoeva1

4、uatetheeffectivenessofmode1ing,se1f-questioning,thinka1oudandKW1strategyinChinese1anguage1essons.Metagnitiveteachingstrategieswereimp1ementedatajuniorhighschoo1inShanghai.Thedatawasco11ectedvia1essonobservation,interviewsandpre-andposttests.Findings-Resu1tsidentifiedasignificantdifferencebetweenthei

5、ncrementa1scoresofstudentsreadingcomprehensionintheexperimenta1groupandcontro1group.Thefindingsfromthe1essonobservationshowedthatmetacognitiveteachingstrategiesinChinese1anguagedeve1opedstudentsreadingcomprehension.Moreover,Pi)CAcyc1esof1essonstudyhe1pedtheteachersimprovemetacognitiveteachingstrateg

6、ies.Origina1ityZva1ueFewstudieshavebeenconductedtova1idatemetacognitiveteachingthrough1essonstudyinthecontextofChinaschoo1s,andthisstudycontributestoanewresearchdimensionof1essonstudyondeve1opingpedagogica1practicestoimprovestudent1earningoutmes.KeywordsMetacognitiveteaching,1essonstudy,Chinese1angu

7、agePapertypeResearchpaperIJ11STeachingsequenceMTS1esSE1Izsson2IJeSSOn3Reca11ingpriorknow1edgeKW1(K.W)(1)(2)Whatdoyoua1readyknowaboutthenove1RobinsonCrusoe?WhatdoyouWanttoknowaboutthistext?Whatarethemain(1)Whatdoyoua1readyknowHxutthisnove1?Whatdoyouwanttoknowaboutthistopic?Doyouhaveanyquestionsyoudon

8、otunderstand?Ihavemadeamind(1)Whatdoyoua1readytawaboutthenwe1AdVeKiUreSofTomSauyer?DoyouhaveanyquestionsyouWQnttoexpIcreinthistext?CanyoutrytoGraspingtheMind(1)(1)&(1)mainideasDeepeningthemappingThink(1)characters,thesettingofthestoryandthebeginning,c1imaxandso1utionofthep1ot?Whatchange(1)maptemp1at

9、e.P1eaedrawthechi1dbranchestoComp1rteeachcomponent1etmeQ)createthemindmapbyyourse1vesaswedidinthefuttwo1essons?Checkthemindmapwithyour用OIPmateIamimde11ing(Tab1e3.Summaryof1essonObServationUndersbndinga1oudQuestionKW1(1)0)(2)(1)OccurredtORobinscnwhenheWasonthefirstvoyageandwhenheWaSonthetshnd?Whenenc

10、ounteringthestorm,whatisRobinsonfee1ing?Whatdidhedotoso1vethesePn)UemSinmakinpottery?Whatdidyou1earnfromRobinsonsadventure?&)demonstratehowtnthinka1oud.P1easethinka1oudwhytheIitttepeop1eadmireGu11iver?WhatinferencescanWedraw?P1ease1ookfa-sentencesre1atedtntheheightofthe1itt1epeop1eHnwmanydetai1scany

11、oufh)dtosupportyourpointOfView.P1easeraiseyourfingerIdshowthenumberP1easeWriteyouranswerstothequestionsthatyouproposedintheVco1umnoftheKW1chwt(2)(1)(1)thinka1oudtoanswerwhatisthesecretofTomssuccess?Students,p1easethinka1oudtoexp1ainwhyca11Tomagreatpainter?YnucancoqeratewithyourfpupmembersWhatdjdTand

12、OtoarouseBenscrkity?Basedonyourexperience,whatisthedifferencebetweenTanandOtherchi1drenofthesameage?WhatdidyouIeamfromTomsstcry?施澜，郑新华（2023）.职初教师和经验型教师应用元认知教学策略的比较研究.上海教育科研.7,71-76.（北大核心，复合影响因子：。943）（此文已被人大报刊资料全文转载）教寻新论职初教师和经验型教师应用元认知教学策略的比较研究施潮郑新华摘要比认知是住于认加系统之上的“管理者”.对学生的学习有积极作用七认知做学第站已广泛运用于教学中本研究从

13、出声思怖、可视化工具、做技方法与it移、推测与验证法四个方面.比校了职初收加和经验型敕弹在运用比认知栽学第6方面的异同.并提出建议：将无认知知识和策如作为教师专业发展的引擎；对学情进行连续性的深层分析；在逵切的课堂情境中运用元认知装电：迸行元认知教学策站的叠加n关键词职初就弹经龄型教师元认知秋学策站比校研究DOI:10.16194.caki.31-1059g4.2023.07015小学图书冠装誉推港期刊复印报刊资料初中语文教与学G351月刊2023年第11期JUNIORHIGHSCHOCH.EDUCATION:CHINESETEACHINGAND1EARNING便教育基金建立SECI知创造模型

14、强化学校镖程管理能力I1元五：元知圈学科领域敕擘鹿魏女士&邮志强博士爆窗中华人艮共和国存湍在管中国人民A：学主办2019年10月-2023年6月完成香港优质教育基金项目：建立SECI知识创造模型强化学校课程管理能力之元认知跨学科领域教学教师培训项目。文中介绍KWH1策略。请见下图第T分2.SOKi.2254ITcKnttS532Broun的8DeVriOPedBMsSH1UnADrCHENGaiKHmfEnc版椎所有不得翻印gn%硼HKZ1I丽”系的IIUMnI禹mrMMsns,*KBMT.HMAmXA8.国M1UUMf上，作用途.Thnpackage4UMierbhhUwdoahintber3coeprod*ckgeobrCQUrMVoruubtbepxkaf*forprofit-mkcPBfPo”noa11owedwitoatpeni%tioB.CFnfhtC加。SrXM1MMofCWncvtamZtMcMIrE4kmUavmtfyofHoafKoaf第二部分元超知效!M同131.2SMff115KgWPtf*f-TraHwitZw2J8MWWre2111中211.1 .242.3 英282.4 科HWjga30”通峰展元期O353.7cenM3711ne7