《高校外語教師概述策略教學元認知知識研究》梳理和總結了以高校外語教師用論說文教授概述策略時應具備的元認知知識為研究內容的學術專著建構與驗證過程。整個研究過程套用了Carifio—Perla（2011）的教育材料發展理論，體現了哈佛商學院案例研究模式。書中還進一步討論了第一作者如何將專著中所涉及的研究內容上升到元認知層面加以理解、深化和反思的過程。
基本介紹
- 書名：高校外語教師概述策略教學元認知知識研究
- 作者：徐蔚 達戈斯蒂諾 (Lorraine Dagostino)
- 出版日期：2013年9月1日
- 語種：簡體中文, 英語
- ISBN：9787560851839
- 外文名：EFL Teachers' Metacognitive Knowledge of Summarizing Strategies
- 出版社：同濟大學出版社
- 頁數：241頁
- 開本：32
- 品牌：同濟大學出版社
基本介紹,內容簡介,作者簡介,圖書目錄,
基本介紹
內容簡介
《高校外語教師概述策略教學元認知知識研究》可作為培訓教師建構元認知知識框架的學術性參考資料，且書中的研究模式亦可在教育博士論文寫作和教材編寫方面得到套用和推廣。《高校外語教師概述策略教學元認知知識研究》由徐蔚、（美）達戈斯蒂諾、卡里菲奧著。
作者簡介
作者：徐蔚 （美國）達戈斯蒂諾（Lorraine Dagostino） （美國）卡里菲奧（James Carifio）
圖書目錄
Foreword
Preface
前言
Acknowledgments
List of Tables
List of Figures
Chapter One Introduction
11 Necessity of Exploring ESL/EFL Reading Teachers' Knowledge Base
12 Difficulty of Exploring ESL/EFL Reading Teachers' Knowledge Base
13 Status Quo of Exploring ESL/EFL Reading Teachers' Knowledge Base
131 Exploring Teachers' Knowledge Base at the Cognitive Level
132 Exploring Teachers' Knowledge Base at the Metacognitive Level
14 Research Purpose
Chapter Two Design of a Case Study on Metacognitive Knowledge
21 Base of the Research Design： Carifio—Perla Model
22 Design of the Research： A Two—Phase Case Study
221 Case Study： Phase Ⅰ
222 Case Study： Phase Ⅱ
Chapter Three Construction of a General Metacognitive Knowledge Framework
31 Understanding the Concept of Metacognition
32 Distinguishing Met&cognition from Cognition
33 Understanding the Concept of Metacognitive Knowledge
34 Flavell's Conceptualization of Metacognitive Knowledge
341 Metacognitive Knowledge= A Class of Metacognitive Phenomena
342 Metacognitive Knowledge： The Base of Metacognitive Phenomena
343 Metacognitive Knowledge= Its Three Variables
35 Other Researchers' Conceptualization of Metacognitive Knowledge
351 Knowledge Structures in Information Processing Theory
352 Knowledge Structures in Cognitive Psychology
36 A Theoretical Framework of Metacognitive Knowledge
Chapter Four Elaboration of the Constructed Metacognitive Knowledge Framework
41 The Scope of Investigating Reading Teachers' Metacognitive Knowledge
42 The Identification of the Critical and High Quality Knowledge Base
43 The Finalization of the Content of The Monograph
Chapter Five Validation of the Metacognitive Knowledge Exploration
51 Methodology of the Validation
511 Review Panels
512 Data Collection
513 Data Analyses
52 Results of the Validation
521 Structured Responding Results
5211 Structured Item—by—Item Responses by Teacher Educators
5212 Structured Item—by—Item Responses by In—Service Reading Teachers
5213 Structured Criteria Responses by Teacher Educators
5214 Structured Criteria Responses by In—Service Reading Teachers
5215 Structured Responding Results by Both Panels in Comparison
522 Open—Ended Responding Results
5221 Description of the Open—Ended Responses by Both Panels
5222 Rated Open—Ended Responses by Teacher Educators
5223 Rated Open—Ended Responses by In—Service Reading Teachers
53 All Responses by Both Panels in Comparison
54 Surnry and Discussion of the Results
541 Views on the General MKF Construction
542 Views on the General MKF Elaboration
5421 A Reading Model
5422 Enfolding the General MKF in the ESL/EFL Context
5423 Constructs and Teaching Demands of Summarizing Strategies Instruction
5424 Strategy Categories of Summarizing Strategies Instruction
5425 Selection of Cognitive and Metacognitive Pedagogical Strategies
5426 A Sample Lesson Plan
543 Differences in Evaluating The Monograph
544 Summing—up of the Results
Chapter Six Cross—Validation of and Personal Reflection on the Research Process
61 Cross—Validation of the Results from Other Studies
62 Analysis of the Informal Research Journal
621 Theme Ⅰ： Understanding the Concept"Metacognition
622 Theme Ⅱ： Organizing and Synthesizing Resources
623 Theme Ⅲ： Writing of The Monograph
Chapter Seven Final Reflections
71 Overview of the Research Design
711 Phase Ⅰ of the Study= The Theorization Process
712 Phase Ⅱ of the Study： The Validation Process
72 Limitations of the Case Study
73 Implications of the Case Study
74 Directions for Future Research
75 Concluding Comments
References
Definition of Terms
Appendices
Appendix A
Appendix B
Appendix O
Preface
前言
Acknowledgments
List of Tables
List of Figures
Chapter One Introduction
11 Necessity of Exploring ESL/EFL Reading Teachers' Knowledge Base
12 Difficulty of Exploring ESL/EFL Reading Teachers' Knowledge Base
13 Status Quo of Exploring ESL/EFL Reading Teachers' Knowledge Base
131 Exploring Teachers' Knowledge Base at the Cognitive Level
132 Exploring Teachers' Knowledge Base at the Metacognitive Level
14 Research Purpose
Chapter Two Design of a Case Study on Metacognitive Knowledge
21 Base of the Research Design： Carifio—Perla Model
22 Design of the Research： A Two—Phase Case Study
221 Case Study： Phase Ⅰ
222 Case Study： Phase Ⅱ
Chapter Three Construction of a General Metacognitive Knowledge Framework
31 Understanding the Concept of Metacognition
32 Distinguishing Met&cognition from Cognition
33 Understanding the Concept of Metacognitive Knowledge
34 Flavell's Conceptualization of Metacognitive Knowledge
341 Metacognitive Knowledge= A Class of Metacognitive Phenomena
342 Metacognitive Knowledge： The Base of Metacognitive Phenomena
343 Metacognitive Knowledge= Its Three Variables
35 Other Researchers' Conceptualization of Metacognitive Knowledge
351 Knowledge Structures in Information Processing Theory
352 Knowledge Structures in Cognitive Psychology
36 A Theoretical Framework of Metacognitive Knowledge
Chapter Four Elaboration of the Constructed Metacognitive Knowledge Framework
41 The Scope of Investigating Reading Teachers' Metacognitive Knowledge
42 The Identification of the Critical and High Quality Knowledge Base
43 The Finalization of the Content of The Monograph
Chapter Five Validation of the Metacognitive Knowledge Exploration
51 Methodology of the Validation
511 Review Panels
512 Data Collection
513 Data Analyses
52 Results of the Validation
521 Structured Responding Results
5211 Structured Item—by—Item Responses by Teacher Educators
5212 Structured Item—by—Item Responses by In—Service Reading Teachers
5213 Structured Criteria Responses by Teacher Educators
5214 Structured Criteria Responses by In—Service Reading Teachers
5215 Structured Responding Results by Both Panels in Comparison
522 Open—Ended Responding Results
5221 Description of the Open—Ended Responses by Both Panels
5222 Rated Open—Ended Responses by Teacher Educators
5223 Rated Open—Ended Responses by In—Service Reading Teachers
53 All Responses by Both Panels in Comparison
54 Surnry and Discussion of the Results
541 Views on the General MKF Construction
542 Views on the General MKF Elaboration
5421 A Reading Model
5422 Enfolding the General MKF in the ESL/EFL Context
5423 Constructs and Teaching Demands of Summarizing Strategies Instruction
5424 Strategy Categories of Summarizing Strategies Instruction
5425 Selection of Cognitive and Metacognitive Pedagogical Strategies
5426 A Sample Lesson Plan
543 Differences in Evaluating The Monograph
544 Summing—up of the Results
Chapter Six Cross—Validation of and Personal Reflection on the Research Process
61 Cross—Validation of the Results from Other Studies
62 Analysis of the Informal Research Journal
621 Theme Ⅰ： Understanding the Concept"Metacognition
622 Theme Ⅱ： Organizing and Synthesizing Resources
623 Theme Ⅲ： Writing of The Monograph
Chapter Seven Final Reflections
71 Overview of the Research Design
711 Phase Ⅰ of the Study= The Theorization Process
712 Phase Ⅱ of the Study： The Validation Process
72 Limitations of the Case Study
73 Implications of the Case Study
74 Directions for Future Research
75 Concluding Comments
References
Definition of Terms
Appendices
Appendix A
Appendix B
Appendix O
