合作學習中小組性質之研究-以錨式情境教學法教材為例

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 會議論文 > Item 987654321/26819

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题名:	合作學習中小組性質之研究-以錨式情境教學法教材為例
作者:	郝靜明;Hao, Ching-Min;徐新逸;Shyu, Hsin-Yih
贡献者:	淡江大學教育科技學系
日期:	1996-03-26
上传时间:	2009-12-15 13:51:17 (UTC+8)
出版者:	臺北縣 : 淡江大學
摘要:	本研究結合合作學習與情境學習之理念，旨在探討:各成就群的學生，以同質或異質分組方式，何者能有較佳的學習成效及對合作學習的態度是否有差異?本研究採實驗法，以國小五年級常態班學生為對象，並將學生依上學期數學學期成績，分為高、中、低三個成就群，隨機安排為三個異質組與三個同質組。實驗進行前施以合作訓練，繼之利用互動式影碟呈現數學方面問題解決的情境，讓學生在小組中合作解題。實驗結束後，進行個別測驗，測學生對相關題目的遷移與解題能力，以期瞭解學生在各小組學習後之學習成效;並以問卷調察法，測學生對合作學習的態度。研究結果發現: (一) .各成就群的學生在同質與異質組中學習，其學習成效無顯著差異。(二) .高成就學生在異質組中，對合作學習有較佳的態度，優於在同質組。(三) .中、低成就群在同質與異質組中，其對合作學習的態度均無顯著差別。 The purpose of this study, by combining cooperative learning and anchored instruction, was to investigate which group compositions was more effective on students' achievement and attitudes. Thirty-six 5th-grade elementary students participated in the study. According to their math scores , students were devided into high, middle and low ability groups. Students were randomly assigned into three homogeneous and three heterogeneous ability groups. The problem-solving test and a questionnaire of attitudes toward cooperative learning were administrated. Results revealed that (1 ).there was no significant difference among high, middle and low ability students in homogeneous and heterogeneous groups on student achievement;(2).high ability students had significantly better cooperative attitude scores in heterogeneous groups than in homogeneous groups;(3 )there was no significant difference between middle .and low ability students on attitudes toward to cooperative learning in homogeneous and heterogeneous.
關聯:	第五屆國際電腦輔助教學研討會論文集=Proceedings of the Fifth International Conference on Computer Assisted Instruction，頁205-210
显示于类别:	[教育科技學系暨研究所] 會議論文

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