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|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|
|Keywords: ||協同學習;學習動機;學習成效;Collaborative Learning;Learning Motivation;Learning Achievement|
|Issue Date: ||2016-01-22 14:46:26 (UTC+8)|
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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