| dc.description.abstract | This study proposes a “structure of expository text reading strategies on network self-learning system＂. The system uses guided reading and network peer assessment .Students can learn reading strategies online after-school time or in self-study courses. Students follow the system boots. They watch online teaching materials and after operating instructions, practice a reading text. After students complete the practice, the system allots jobs to students. Students begin the mutual evaluation work. They can learn the advantages of others and point out the shortcomings of others from jobs. Students can not only get feedback more quickly, but also improve their learning outcomes and willingness to learn.
The experimental subjects include Taoyuan Private Fudan High School 179 seventh graders. We teach students reading strategies lesson four weeks eight courses with Meyer ＂compare & contrast ＂ and ＂problem-solving＂ text structures in computer classes. We choose the use of guided system and the use of network peer assessment as the two factors, The class is taken as a unit with all students were divided into four experimental groups .
Confirmed by experiments, both in “compare & contrast” ＂problem-solving＂ teaching structures of the text, students who used guided system and network peer assessment didn’t learn better in than other groups.
Confirmed by experiments, both in ＂compare & contrast＂ and ＂problem-solving＂ teaching structures of the text, Students who only used guided system learned better than the other group.
Confirmed by experiments, in ＂compare & contrast＂ teaching structure of the text, students who only used network peer assessment learned better than the other group. However, they didn’t learn better in ＂problem-solving＂ teaching structure. They lost their patience due to long teaching activity time.
Key words: reading strategies, text structure, network peer assessment | en_US |