什么是互惠教学？

经过特里·希克（Terry Heick）

Reciprocal teaching is a guided teaching strategy where small groups of students improve their reading comprehension by the scaffolded application of Predicting, Clarifying, Questioning, and Summarizing as reading strategies (Palinscar & Brown, 1984).

通过这种方式，它是一种文学圈子，并使用建构主义和共同的建构主义 - 对意义的培养，每个学生都在小组中扮演教师和学习者的角色。

What Are The Benefits Of Reciprocal Teaching?

The most obvious benefits of reciprocal teaching are improved comprehension and metacognition tendencies and skills. Further, student engagement is necessarily improved as long as the students are actively fulfilling their roles. Students can benefit from hearing one another’s perspective/interpretation of a text as well as practicing fulfilling a role within a group to realize an ongoing, collective effort.

阅读不是将阅读视为静态活动，而是一种活泼的，动人的流体过程，它从有意的序列中受益于掌握，然后从讨论和协作中加深掌握。

The reciprocal teaching model has been used to improve comprehension for students who can decode but have difficulty comprehending text” (Lysynchuck, Pressley & Vye, 1990; Palinscar & Brown, 1984; 1985; Klingner & Vaughn, 1996, p.275)

Reciprocal teaching as a reading strategy engages students in an instructional activity in which the teacher:

1. Solves for the purpose of the reading activity and supports communication among students regarding their knowledge of the text.

2. Supports the reading group members to develop a shared understanding of what they have experienced through the reading experience.

3. Provides the students with helpful feedback to enhance the capacity of the group members to come to the text as a learned text.

The Definition Of Each Stage Of Reciprocal Teaching

Predicting: using existing knowledge to anticipate future events (in this case, in a text). While reading, students should self-monitor for the accuracy of their predictions. This metacognition can improve future predicting as well as comprehension of the text in question.

澄清：从文本中确定重要，相关和/或混淆的材料。问题茎在这里可以提供帮助。

问题：形成相关问题，两者都反映了对文本的掌握，同时指导持续的询问以提高理解。通常可以使用“ C＆C”方法来形成问题：是什么使您confusedand what made youcurious?

The power of ‘question generating’ comes from each point of view having something to contribute.

总结：反思阅读（部分或整体）

Step 1

Scaffold instruction defining and modeling the use of these strategies–possibly days or even weeks before expecting students to use this ‘live’ in a lesson.

例如，老师会大声朗读摘录，回忆起步骤，并建模每一个的使用（或总结一天，澄清下一个等等，然后立即一次）。

Step 2

Group students in groups for four and assign each student a role based on one of the strategies (one summarizer, one clarifier, etc.)

Step 3

In their respective groups, students can read a short excerpt and each ‘perform’ their role (along with any other reading strategies like annotating a text or note-taking), starting with the predictor, who will predict what might come next while revisiting any previous predictions.

发问者将形成相关的指导性问题，以证明在阅读时指导进一步询问的同时。

The clarifier will clarify crucial, compelling, or confusing parts of the text (which are often identified in the previous ‘questioning’ stage and, depending on the use, identify (or lead the group in identifying) ways to eliminate confusion and ‘understand.’

The summarizer will then reflect on both the original reading of the text as well as any important ‘teachable’ or ‘aha!” moments that occurred during the reciprocal teaching process.

Optional: In the next reading, students can switch roles within the same group or move between groups with the same role or, again, the next role in the sequence. This continues until the reading is finished (either during the same class or, in the case of a longer text, when the reading is complete over the span of several days or weeks).

What Is The Teacher’s Role In The Process?

The role of the teacher in reciprocal teaching is to use thegradual release of responsibilitymodel to support, coach, and guide students until they can use the sequence independently–both in groups and eventually on their own.

It is critical that students are given supportive and personalized feedback by the teacher during their reading and reflecting on the text. In this way, reciprocal teaching is characterized by the ongoing modeling and dialogue between the teacher and the students (Carter, 1997).

This is accomplished in large part by using think-alouds to emphasize the definition of each role, its relative value in improving comprehension, and its actual use in meaning-making during the reading of a text (Klingner and Vaughn, 1996).

Through this active process of meaning-making, younger readers will begin to see that reading is a process of first decoding, then ongoing metacognition to guide comprehension over the course of a text. (Palinscar & Brown, 1984, Allen, 2003, p.324).