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    Title: 協同學習對於國中生國語文學習動機及成效影響之研究
    Other Titles: The effects of collaborative learning on Chinese learning motivation and achievement of junior high school students
    Authors: 蕭秀琴;Hsiao, Hsiu-Chin
    Contributors: 淡江大學課程與教學研究所碩士在職專班
    張雅芳;Chang, Ya-Fung
    Keywords: 協同學習;學習動機;學習成效;Collaborative Learning;Learning Motivation;Learning Achievement
    Date: 2015
    Issue Date: 2016-01-22 14:46:26 (UTC+8)
    Abstract: 為培養學生閱讀理解與帶得走的能力,使其學習思考、問題解決、創新與溝通合作,研究者因此將協同學習運用於國文科課程,讓學生擁有學習主控權,期盼能夠激發學生的學習動機與能力。
    本研究採用「不等組前後測設計」,以八年級兩個班級為研究對象,隨機抽一個班級為實驗組,另一個班級為控制組。實驗組採協同學習模式,控制組採講述教學法,兩組的授課教師、教材與進度相同,以探究協同學習對於國中生國語文學習動機及成效影響。本研究以PISA閱讀樣本試題A、103學年度第1學期三次定期評量國文科試題為前測,進行兩次定期評量時程的實驗,以國文科學習動機問卷、PISA閱讀樣本試題B、103學年度第2學期各單元測驗題本、103學年度第2學期第一次與第二次定期評量國文科試題以及國文課學習感受問卷為後測。
    本研究的結論如下:
    一、協同學習可以培養學生課前預習以及主動借書閱讀的習慣。
    二、協同學習可以提高學生的PISA閱讀理解能力,尤其是在「省思與評鑑」層次以及「選擇」題型的表現上。
    三、協同學習可以提高學生國文科定期評量的成績,尤其是低分群的人數減少,高分群的人數增加。
    四、協同學習可以提高學生主動分享經驗和知識的意願,但學生對於協同學習的分組方式以及座位安排有不同的看法。
    五、協同學習可以提高學生課堂活動的參與度,但教材講義與活動設計須考量學生的感受。
    六、協同學習可以讓學生在討論、分享與傾聽的過程中,學會尊重他人的想法。
    最後,本研究針對協同學習在國文課的實施以及未來研究提供相關建議。
    To develop students’ ability of reading comprehension, critical thinking, problem solving, creativity, and cooperation with others, the researcher applied collaborative learning in Chinese courses in which students were allowed to control their own learning. The researcher expected this could stimulate students’ learning motivation and ability.
    This study adopted the pretest-posttest nonequivalent group design. Two eighth-grade classes were chosen as research subjects: one class was randomly selected as an experimental group, while the other was a control group. The collaborative learning model was adopted by the experimental group, and the didactic teaching model was adopted by the control group. To explore the effects of collaborative learning on junior high school students’ learning motivation and achievement in Chinese, the teacher, teaching materials, and progress for both Chinese classes were the same. The researcher used the PISA Released Items- Reading A and three regular assessments of Chinese subject in the first semester of 2014 academic year as the pre-tests, and then implemented the experiment at the beginning of the second semester of 2014 academic year. The experiment ended at the second regular assessment in the same semester. The researcher used the learning motivation questionnaire of Chinese subject, the PISA Released Items- Reading B, unit tests for the Chinese course, the first and the second regular assessments of Chinese subject in the second semester of 2014 academic year and the learning attitude questionnaire of Chinese courses as the post-tests.
    This study concludes as follows:
    1.Collaborative learning could help students develop habits of preparing lessons before class and borrowing books to read actively.
    2.Collaborative learning could improve students’ PISA reading comprehending, especially on the “reflection and assessment” level and the multiple choice test
    3.Collaborative learning could improve students’ performance on the regular assessment of Chinese subject, especially on the decrease of the number of lower-grade students and the increase of the number of higher-grade students.
    4.Collaborative learning could enhance students’ willingness of actively sharing experiences and knowledge with others, but students had different opinions about the way of group-dividing and seat-arranging.
    5.Collaborative learning could increase students’ participation in class activities, but the design of teaching materials and activities should take students’ feelings into consideration.
    6.Collaborative learning could help students learn to respect others’ thoughts through the process of discussion, sharing, and listening.
    Finally, this study provides relevant suggestions for the practice and future research of collaborative learning in Chinese courses.
    Appears in Collections:[課程與教學研究所] 學位論文

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