兩種取向的部件識字教學法對國小低年級 語文低成就學生之成效比較＊

國小中高年級組：第一階段比賽將出 10 題國中等級單字，完成後將審查現場學生之分數，取 前 100 名繼續進入第二階段比賽，並列同分者得佔一個名額，若有與第 100

Setting reading tasks using textbook information texts with reference to the 2017 ELE KLACG and the English Language Curriculum Guide (P1-P6) (CDC, 2004) and guiding students

Setting reading tasks using textbook information texts with reference to the 2017 ELE KLACG and the English Language Curriculum Guide (P1-P6) (CDC, 2004) and guiding students

❖ Provide opportunities for students to connect their learning experiences to their daily lives and apply the knowledge, skills and language learnt. 15

● develop teachers’ ability to identify, select and use appropriate print and non-print texts of a variety of text types and themes to enhance students’ motivation and confidence in

Students are able to use different learning strategies such as inquiry, reasoning, and problem solving skills in various learning activities. Teachers will employ a variety

- promoting discussion before writing to equip students with more ideas and vocabulary to use in their writing and to enable students to learn how to work in discussion groups and

本教材設定使用對象為國中數學低成就的學生，考量《補救教學基本學習內 容》 ， 並配合不同學習狀態的學生，發展了兩套教材：「精進教材」適用於百分等 級