英語課程使用「理解測驗」comprehension checking 之爭議–淺談「技術建構假說 VS 理解假說」 (skill-based & comprehension hypothesis) 之間的閱讀戰爭 (Reading War)
怎麼會,以「理解活動」為核心廣泛閱讀教學法,不應該使用「理解測驗」?Krashen 回答到 “this is counter to the ideas underlying extensive reading” (Wang, 2013).
怎麼會,以「理解活動」為核心廣泛閱讀教學法,不應該使用「理解測驗」?Krashen 回答到 “this is counter to the ideas underlying extensive reading” (Wang, 2013).
在許多學術研究中發現,採用「廣泛的放牛吃草教學法 (Extensive Approach)」其效果竟然會比 「傳統的密集訓練教學法 (Intensive Approach)」要高出許多(詳見下文的研究報告)。這種結論其實很多人都不信,筆者確實也看過許多公說公有理的狀況。然而,在 2017 年左右出現的 Compelling Input(引人入勝的、超級有趣的學習素材)理論,筆者認為相當適合用來解釋這個奇怪的現像。
Asia Language education in 2020 is still in a mire, all the more so when everything seems to be much more efficient through technology. The major problem is that teachers keep busy lecturing at the blackboard, while students listen altogether to the same things in the classroom. Individuals are treated as a group, rather than …
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