首页> 外文期刊>Mathematical Problems in Engineering: Theory, Methods and Applications >A Study of Classics-Reading Curriculum, Classics-Reading Promotion, and Classics-Reading Effect Modeling Exploration in Elementary Schools
【24h】

A Study of Classics-Reading Curriculum, Classics-Reading Promotion, and Classics-Reading Effect Modeling Exploration in Elementary Schools

机译:小学经典阅读课程,经典阅读促进,经典阅读效果建模探索研究

获取原文
       

摘要

The purposes of this study are to test reliabilities and validities of classics-reading curriculum (CRC) scale, classics-reading promotion (CRP) scale, and classics-reading effect (CRE) scale and to examine the relationships between CRC, CRP, and CRE in elementary schools through applying CORPS framework. The pilot sample and formal sample contain 141 and 500 participants from elementary school faculties and classics-reading volunteers in the north, central, south, and east regions of Taiwan. The findings indicate that Cronbachαcoefficients of curriculum cognition (CC), curriculum teaching (CT), inside-school promotion (IP), outside-school promotion (EP), learning effect (LE), and class management effect (CME) subscales are .88, .85, .93, .91, .91, .94, respectively, through exploratory factor analysis and they have good internal reliabilities and construct validities, respectively, through confirmatory factor analysis. Moreover, CC, CT, IP, and EP have positive influences on LE (standardized coefficients .34, .25, .14, and .22) and on CME (standardized coefficients .41, .14, .14, and .20), respectively. CC, CT, IP, and EP can explain 69% of LE and 61% of CME. The model is supported by the data. Lastly, this study proposes some suggestions regarding the classics-reading education for elementary schools.
机译:本研究的目的是检验经典阅读课程(CRC)量表,经典阅读促进(CRP)量表和经典阅读效果(CRE)量表的可靠性和有效性,并检验CRC,CRP和通过应用CORPS框架在小学建立CRE。试点样本和正式样本包含来自台湾北部,中部,南部和东部地区的小学教师和经典阅读志愿者的141和500名参与者。研究结果表明,课程认知(CC),课程教学(CT),校内提升(IP),校外提升(EP),学习效果(LE)和班级管理效果(CME)分量表的克朗巴赫系数为。通过探索性因素分析分别获得88,.85,.93,.91,.91和.94的收益,通过验证性因素分析,它们分别具有良好的内部可靠性和构建有效性。此外,CC,CT,IP和EP对LE(标准化系数.34,.25,.14和.22)和CME(标准化系数.41,.14,.14和.20)具有积极影响。 , 分别。 CC,CT,IP和EP可以解释LE的69%和CME的61%。数据支持该模型。最后,本研究对小学经典阅读教育提出了一些建议。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号