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首页> 外文会议>International Conference on Language, Literature, Culture and Education >Developing a Teaching Model for Critical Literacy Infusion into Conventional Reading Class: Framing SQ3R within the four resources framework
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Developing a Teaching Model for Critical Literacy Infusion into Conventional Reading Class: Framing SQ3R within the four resources framework

机译：开发常规阅读课程的关键素养注入教学模式：四个资源框架内的框架SQ3R

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摘要

This paper forwards a prototype of critical literacy (CL) model and its implementation in a Reading class. The model is developed by infusing a teaching approach to critical literacy namely the Four Resources (FRF) into a prominent reading strategy i.e. Survey, Question, Read, Recite, and Review (SQ3R). The FRF balances conventional and critical literacy which theoretically has the potential to shift the conventional practice of Reading class. Meanwhile, SQ3R was opted for its prominence and ease of independent use for both teacher and students. SQ3R provides a clear syntax which the Four Resources is lacking. The prototype was tried out in a tertiary EFL Reading class and involved 40 students with differing CL baselines. Data were collected by means of observation, questionnaire, and interview. The paper concludes that the developed prototype for CL teaching was not only applicable in a conventional Reading class but it also allowed independent use by the students. However, engagement in the CL was inconsistent thus finding on its effectiveness was inconclusive. The study implies that mindful material selection, amount and intensity of practice are required for future use of the prototype.
机译：本文转发了关键识字（CL）模型的原型及其在阅读类中的实现。该模型是通过注入关键扫盲的教学方法而开发的，即四个资源（FRF）进入一个突出的阅读策略，即调查，问题，阅读，recite和审查（SQ3R）。 FRF平衡传统和关键素养，理论上有可能改变传统的阅读类的实践。与此同时，SQ3R选择了对教师和学生的突出和轻松的独立用途。 SQ3R提供了缺少四个资源的清晰语法。在第三级EFL阅读类中尝试了原型，并涉及40名具有不同CL基线的学生。通过观察，调查问卷和采访收集数据。本文的结论是，CL教学的开发原型不仅适用于传统的阅读类，而且还允许学生独立使用。然而，CL的参与不一致，从而发现其有效性不确定。该研究意味着未来使用原型需要谨慎的材料选择，惯例的量和强度。

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