比较、诊断和操作)策略在培养中学一年级学生英语批判性阅读能力中的有效性

Omnia Abdulrahman Elsayed Ahmed
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引用次数: 0

摘要

本研究旨在调查使用(比较、诊断和操作)策略培养一年级中学生批判性阅读能力的有效性。本研究的参与者是随机选择的,分为实验组(34 人)和对照组(36 人)。编制了批判性阅读技能检查表。实验前后采用了批判性阅读技能前后测试和分析评分标准。实验持续了 12 周。实验组的学生接受了基于(比较、诊断和操作)策略的训练,而对照组的学生则接受常规教学。实验结束时,实验组和对照组都进行了批判性阅读技能测试。通过分析评分标准,了解了建议的治疗方法对培养实验组学生批判性阅读能力的效果。研究结果表明,对照组和实验组在测试后的平均得分在 0.01 的水平上有显著的统计学差异,实验组在整体批判性阅读技能和每项批判性阅读技能上都更胜一筹。结论是,使用(比较、诊断和操作)策略能有效培养实验组学生所需的批判性阅读技能。因此
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effectiveness of (Compare, Diagnose & Operate) Strategy in Developing First Year Secondary Stage Students’ English Critical Reading Skills
The study aimed to investigate the effectiveness of using (Compare, Diagnose & Operate) Strategy in developing critical Reading skills for the 1 st grade secondary school students. Participants of the study were chosen randomly and divided into an experimental group (n=34) and a control group (n=36). A critical reading skills checklist was prepared. A pre/post critical reading skills test and an analytic scoring rubric were employed before and after the experiment. The experiment lasted for twelve weeks. Students of the experimental group received training through the proposed treatment based on (Compare, Diagnose & Operate) Strategy while those of the control group received regular instruction. By the end of the experiment, the critical reading skills test was administered to both the experimental and the control groups. The analytic scoring rubric was used to find out the effectiveness of the proposed treatment on developing the experimental group students’ critical reading skills. The study results showed evidence that there was a statistically significant difference at 0.01 level between the mean scores of the control and the experimental groups on the post administration of the test, in favor of the experimental group in overall critical reading skills as well as in each critical reading skill separately. It was concluded that using (Compare, Diagnose & Operate) Strategy was effective in developing the required critical reading skills among the experimental group students. Consequently, it was
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