體驗區
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| 篇名 |
聯結語文與科學學習—KWL 教學策略於幼兒階段之應用
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| 並列篇名 |
Integrating Literacy and Science： An Exploration of Using the KWL Strategy in the Early Childhood Classroom Settings
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| 作者 |
何祥如
、黃勤雄
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| 中文摘要 |
D. M. Ogle 於1986 年所提出的KWL教學策略，是一個協助學生聯結先備知識與新的學習經驗的教學策略，在教學過程中，學生設定自己的學習目的，獨立或透過同儕合作解決問題。KWL 策略常為中學與小學中高年級教師應用於教學中，在幼兒階段(K-2)則較少有運用之實例，本文即描述我們在一個小學二年級班級及兩個幼稚園大班應用KWL 策略聯結語文與科學學習的經驗，並討論實施過程中的成效與遭遇的困難，以及提供可能的因應之道。
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| 英文摘要 |
The KWL strategy (What-I-Know,What-I-Want-to-Know, &What-I-Learned) (Ogle, 1986), often used in higher grade levels, is a strategy that helps students become active learners who make connections between their prior knowledge and new learning experiences, set their own learning objectives, and solve problems independently or/and cooperatively with their peers. The purpose of this study was to explore the process of using the KWL strategy to integrate literacy and science learning in one 2nd grade classroom and two kindergarten classrooms in Taiwan. In this article, we (a) briefly reviewed theories and research related to the KWL strategy, (b) highlighted our KWL instructional process and activities, and (c) discussed the merits and difficulties that we found in the process, and (d) discussed possible ways to overcome the difficulties.
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| 頁次 |
067-081
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| 關鍵詞 |
KWL
、語文學習
、科學學習
、KWL
、Literacy
、Science Learning
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| 卷期 |
1
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| 日期 |
200803
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| 刊名 |
幼兒教保研究期刊
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| 出版單位 |
國立嘉義大學幼兒教育系
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