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本研究的目的在發展一個促進教師摘要策略教學專業的模式，並以兩位國小教師參與摘要策略教學研究為例，探討在此模式下教師在閱讀策略教學專業上的改變。閱讀策略教師專業發展模式包含了教學實踐、實務社群、與教學省思三個成分；亦即透過設計並實施教學、在實務社群中與專家及同儕合作與對話，以及對教學不斷回顧與省思等作法，促成教師在策略教學知能上的成長。研究歷程中蒐集會議記錄、教師省思、與教師設計的教案與學習單進行內容分析。結果顯示，兩位教師對摘要策略執行程序、摘要策略教學程序、摘要策略學習相關因素、與不同能力學生的摘要表現與教學因應等這些教學知識都有清楚理解，也對學生學習成效與自己在閱讀策略教學知識上的成長有所體認。 The purpose of this study is to develop a model for teacher professional development in teaching summarization strategy, and to explore two elementary school teachers’ professional development in reading strategy instruction through their participation in this study. The teacher professional development model consists of three components: teaching practices, community of practices, and teacher reflection. That is, the professional growth of teachers’ knowledge and skills in reading strategy instruction was realized as they were involved in designing lesson plans and implementing instructional activities in classrooms, participating in a professional community where they collaborated and interacted with a reading expert and a teacher colleague, and continuously reflecting on their teaching practices. Meeting minutes, teacher reflections, and teacher-created lesson plans and learning sheets were collected and analyzed. The results indicated that the teachers developed an increasing understanding of the procedure of summarizing, the instructional procedure of summarizing, the factors influencing students’ learning of summarization, how students of diverse abilities summarized differently, and how instruction could adapt to students’ individual differences. The teachers also observed their students’ progress in summary writing, and reported their own growth in regard to the pedagogical knowledge of reading strategy instruction.

本研究主要目的在設計適用於國小高年級國語科的摘要策略教學模式，並檢視此模式對提升學生摘要能力和閱讀理解之效果。研究設計採控制組前後測的準實驗設計，以屏東縣2所國小各兩班五年級學生為對象，隨機分配每校中的一班為實驗組，接受融入國語科的摘要策略教學，另一班為控制組，進行國語評量卷的習寫與回饋。教學前、後及教學結束後1 個月，進行摘要能力和閱讀理解的測量，實驗組學生在教學結束後填答回饋問卷。結果顯示，摘要策略教學對提升摘要能力有立即與維持的效果，且在追蹤後測階段對低能力學生摘要表現的促進效果大於對高能力學生，但對促進閱讀理解則無顯著效果，學生對摘要策略與教學都有非常正向的態度。 This study designed a summarization strategy instruction for elementary students and examined its effects on the summary skills and reading comprehension of fifth graders. Four fifth-grade classes from two elementary schools in Pingtung County participated in the study. Using a quasi-experimental pretest-posttest control group design, one class in each school was assigned to the experimental group, which received the summarization strategy instruction, while the other class in each school served as the control group, which took practice tests on language arts and received feedback from the teacher. Before, immediately after, and four weeks following the experiment, both groups were tested on summary skills and reading comprehension. The experimental group also filled out a questionnaire after the experiment on their perceptions of the instruction. The results indicated that the experimental group scored significantly higher than the control group did in summary skills in both the posttest and delayed posttest and interaction effect was found between instruction and reading ability in the delayed posttest. The two instruction groups did not differ in reading comprehension after the experiment. Students in the experimental group were positive toward the strategy and the instruction.

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Objective To study the effects of vitamin D supplementation at different time after birth on the length, body weight, head circumference, 25-hydroxyvitamin D[25 (OH) D] and bone mineral density (BMD) of late preterm infants at the corrected age of six months. Methods From July 2020 to December 2021, a total of 120 late preterm infants with gestational age of 34 to less than 37 weeks admitted to the neonatal ward of this hospital were randomly divided into vitamin D preparation group three days after birth and vitamin D preparation group one week after birth with 60 cases in each group. Oral vitamin D3 800 IU/d for late preterm infants fed exclusively breast milk or mixed breast milk and formula milk; Oral vitamin D3 400 IU/d for late preterm infants fed with complete formula milk powder. Results There were no significant differences in the height, weight, head circumference, and 25 (OH) D level between the two groups of premature infants at birth, corrected gestational age of 40 weeks and one month respectively (P>0.05). There were statistically significant differences in height, weight, head circumference and 25 (OH) D level at 3-6 months corrected age (P<0.05). The BMD of the two groups of premature infants at 3 months corrected age was compared, the difference was not statistically significant (P>0.05); the bone mineral density at the corrected age of 6 months, the difference was statistically significant (P<0.05). Conclusion Adding proper amount of vitamin D preparations as early as three days after birth can improve the physical development, vitamin D level and bone mineral density of premature infants. It is of great significance for premature infants to catch up with development and improve their health. [ABSTRACT FROM AUTHOR]

Traditional oral materials are mostly stable materials which are not affected by oral environment，while intelligent materials can adapt to various changes in the oral cavity and respond favorably，so they have become one of the research hotspots in recent years. As an environmentally sensitive polymer，intelligent hydrogel is an important type of smart materials and has been widely studied in stomatology. Based on the literature at home and abroad，this paper briefly reviews the definition and classification of intelligent hydrogels and the application of intelligent hydrogels in stomatology，and prospect the future development of these materials. [ABSTRACT FROM AUTHOR]

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