'
중학생의 사주구조와 상위인지적 국어 읽기 및 쓰기전략에 미치는 영향 = The Effect of Saju Structure on the Metacognitive Reading and Writing Strategies in Middle School Students' 의 주제별 논문영향력
논문영향력 요약
주제
국어
사주
상위인지
십성
읽기-쓰기
중학생
동일주제 총논문수
논문피인용 총횟수
주제별 논문영향력의 평균
874
0
0.0%
주제별 논문영향력
논문영향력
주제
주제별 논문수
주제별 피인용횟수
주제별 논문영향력
주제어
국어
93
0
0.0%
사주
36
0
0.0%
상위인지
35
0
0.0%
십성
20
0
0.0%
읽기-쓰기
15
0
0.0%
중학생
676
0
0.0%
계
875
0
0.0%
* 다른 주제어 보유 논문에서 피인용된 횟수
0
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중학생의 사주구조와 상위인지적 국어 읽기 및 쓰기전략에 미치는 영향 = The Effect of Saju Structure on the Metacognitive Reading and Writing Strategies in Middle School Students' 의 참고문헌
Wittrock, M. C., Writing and Teaching of Reading, N.Y.: Language Arts, 1983.
Stotsky, J. R., Composing and Comprehending, N.Y.: Language Arts, 1983.
Stemberg, R. J., Metaphors of mind: Conception of the nature of intelligence, Cambrige, MA: Cambridge University Press, 1990.
Sperling, R. A., Howard, B. C., Miller, L. A. & Murphy, C., Measure of Children's Knowledge and Regulation of Cognition, Contemporary Educational Psychology, 27, 2002, pp.51-79.
Schraw, G. & Moshman, D., Metacognitive theories, Educational Psychology Review, 7(4), 1995, pp.351-371.
Schraw, G. & Dennison, R. S., Assessing metacognitive awareness, Contemporary Educational Psychology, 19, 1994, pp.460-475.
Schaffer, R. H., Job satisfaction as related to need satisfaction in work, Psychological Monographs: Generaland Applied, 67(14), 1953, pp.1-29.
Pintrich, P. R., op cit., 2000, pp.544-555.; Schraw, G. & Moshman, D., op cit., 1995, pp.351-371.
Pintrich, P. R., Multiple goals, multiple pathways: The role of goal orientation in learning and achievement, Journal of Educational Psychology, 92(3), 2000, pp.544-555.
Osman, M. E., & Hannafin, M. J., Metacognition research and theory: Analysis and implications for instructional design, Educational Technology Research and Development, 40(2), 1992, pp.83-99.
Maslow, A. H., Motivation and personality, New York: Harper & Row, 1954.
Jones, B. F., Palincsar, A. S., Ogle, D. S., & Carr, E. G., Oxford, R. L., Language learning strategies: What every teacher should know, NewYork: Newbury House, 1990.
Gardner, H., Multiple intelligence: The theory, New York: Basic Books, 1993.
Gardner, H., Frames of mind: The theory of multiple intelligences, NY: Basic Books, 1983.
Gardner, H., Are there additional intelligences?, In J. Kane (Ed)., Education, information, and transformation(pp.111-131), Englewood Cliffs, NJ: Prenrtice Hall, 1998.
Flood, J., Jensen, J. M., Lapp, D., & Squire, J. R.(Ed.), Handbook of research on teaching the english language arts, N.Y. : Macmillan publishing company, 1991, p.736.
Flavell, H. J., op cit., 1979, pp.906-911.
Flavell, H. J., Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry, American Psychologist, 34(10), 1979, pp.906-911.
Cross, D., & Paris, S., Developmental and instruction alanalyses of children's metacognition and reading comprehension, Journal of Educational Psychology, 80, 1988, pp.131-142.
Costa, A. I., Mediation the Metacognitive, Educational Leadership, 42(3), 1984, pp.57-62.
Cohen, A. D., Language learning: Insights for learners, teachers and researchers, Boston, MA. Heinle & Heinle, 1990.
Chall, J. S, Learning to read, N.Y.: MacGraw-Hill, 1983.
Burns, P., & Broman, B., The language arts in childhood education, Boston: Houghton-Mifflin, 1983.
Brown, A. N., op cit., 1987, pp.65-116.
Brown, A. N., Metacognition, executive control, self-regulation, and other more mysterious mechanism, In F.E. Understanding. Lawrence Erlbaum associates Publishers, 1987, pp.65-116.
Brown, A. L., Bransford, J. D., Ferrara, R. A. & Campione, J. C., Metacognition, executive control, self-regulation, and other more mysterious mechanisms: Learning, remembering and understanding, In P.H. Mussen (Eds.), Handbook of child psychology, vol.Ⅲ. NewYork: John Wiley & Sons Inc., 1983.
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중학생의 사주구조와 상위인지적 국어 읽기 및 쓰기전략에 미치는 영향 = The Effect of Saju Structure on the Metacognitive Reading and Writing Strategies in Middle School Students'
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