淡江大學機構典藏: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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