English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 93244/123616 (75%)
Visitors : 27827717      Online Users : 541
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/62309
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/62309

    Title: 韓國閱讀教育現況及其閱讀策略應用效果之探討: 以PISA 2009為例
    Authors: 周祝瑛;莊清寶
    Chou, Chuing Prudence;Chuang, Ching-Pao
    Contributors: 教育系
    Keywords: 韓國;閱讀策略;閱讀推廣;結構方程模型;國際學生評價計劃(PISA);reading strategy;reading promotion;structural equation modeling(SEM);Program for International Student Assessment(PISA)
    Date: 2013
    Issue Date: 2013-12-09 17:51:23 (UTC+8)
    Abstract: 韓國學生近年來在PISA國際評價之閱讀素養的成績名列前茅。經研究發現:韓國自2003年起持續實施閱讀推廣法制化,積極改善學校及公立圖書館設施設備,且全面推廣晨讀運動,發展閱讀素養的診斷性評價,結合民間力量推廣閱讀等,其成效卓著。本文亦發現"理解應用型"閱讀策略有助于改善韓國學生的閱讀態度及閱讀素養,但"背誦型"閱讀策略則無明顯效果。本文希望借重韓國推廣閱讀教育的成果及經驗,據以提出推動閱讀教育的啟示,以供有關單位參考。 The reading literacy of Korean students in Program for International Student Assessment(PISA) came out on the top in recent years.It was found that the Korean government carried out the legalization of reading promotion gradually from 2003,improved the facilities and equipment of school libraries and public libraries, popularized die "10 Minutes Morning Reading" program,developed the tests for measurement of reading literacy, and integrated the resources of civil groups for reading promotion.
    Relation: 比較教育研究, 11, 90-99
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文

    Files in This Item:

    File SizeFormat
    90-99.pdf1257KbAdobe PDF636View/Open

    All items in 政大典藏 are protected by copyright, with all rights reserved.

    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback