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    Title: 以分組合作學習融入國中學生抒情散文閱讀理解之研究
    Other Titles: A study on using cooperative learning in teaching lyrical prose reading comprehension in a junior high school
    Authors: 蔡孟孜;Tsai, Meng-Tzu
    Contributors: 淡江大學教育政策與領導研究所碩士班
    鈕方頤;Nyeu, Fong-Yee
    Keywords: 分組合作學習;閱讀理解;國語文領域;Cooperative Learning;Reading Comprehension;Mandarin Chinese
    Date: 2016
    Issue Date: 2017-08-24 23:58:11 (UTC+8)
    Abstract: 本研究旨在探討政府推動分組合作學習政策,其實施於抒情散文閱讀理解教學中,對國中學生抒情散文閱讀理解能力的影響及成果探討,並以A類散文分析模組呈現學習成果。實驗研究為課時9小時的教學,進行量化數據收集與質性分析。探討政策是否值得推動?推動方向為何?第一線教師需求為何?

    本研究之目的有三:
    一、探討以A類散文分析模組的教學方式與課程內容應用分組合作學習融入國中學生抒情散文閱讀理解的教學
    二、探討以分組合作學習融入抒情散文閱讀理解應用於國中國文領域教學時,其實施歷程與研究者推動的方向。
    三、探討實施分組合作學習融入國中生抒情散文閱讀理解之成果,第一線教師需要的協助。
    四、綜合研究結果提出建議,並作為教學實務運用與後續研究之參考。

    最後歸納研究結果及教學經驗,作為日後推行分組合作學習教學及改進國中學生國文領域閱讀理解教學之參考,主要之研究結果如下。
    一、課程規劃與推動方面
    (一)分組合作學習融入抒情散文閱讀理解值得推動
    (二)抒情散文適合操作分組合作學習的閱讀理解教學
    (三)實驗組中不論何種程度之學生,閱讀理解均有進步
    二、課程實施歷程、課堂觀察與研究者推動方向
    (一) 讓學生多練習分組合作學習方式融入閱讀理解課程
    (二) 讓學生多練習分組合作學習融入閱讀理解增加學習動機
    (三) 進行閱讀理解策略都要先做引導,學生思考脈絡較清晰
    (四) 循序漸進的教學提問,教學更流暢。
    三、實施分組合作學習融入抒情散文閱讀理解所需要的資源方面
    (一) 打破課綱與段考侷限,讓學生學習更有統整性
    (二) 增加彈性課程,讓學生學習動機增強以主動探討問題
    This study was designed to investigate the implementation of cooperative learning in teaching lyrical prose reading comprehension in a junior high school. Nine hours of experimental teaching was conducted. Student outcomes were analyzed qualitatively and quantitatively. These data were used to discuss whether the policy of cooperative learning is worth promoting, how it should be promoted and what assistance is needed by the teachers. The purposes of this study were thus to: 1) explore the application of cooperative learning in teaching junior high school student lyrical prose reading comprehension; 2) explore the procedures implemented by the teacher in using cooperative learning in teaching lyrical prose reading comprehension; and 3) investigate the assistance needed by teachers in implementing cooperative learning.
    The conclusions of this study are as follows:
    1. Regarding curriculum planning and promotion: (a) Lyrical prose is suitable for operating cooperative learning to promote reading comprehension; (b) Students of varying learning levels all made progress in reading comprehension.
    2. Regarding classroom procedure and observation: (a) Allow students to practice cooperative learning in reading class; (b) Allow students to practice cooperative learning in reading class to enhance learning motivation; (c) Guides must be provided for students to enhance thinking;(d) Progressive questioning makes smooth teaching.
    3. Assistance needed by teachers in implementing cooperative learning: (a) Break the boundaries set by curriculum guideline and exams so that students can learn more comprehensively; (b) Increase the flexibility of courses to enhance the motivation of students to explore more actively.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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