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    Title: 不同學習風格學生在情境教學的學習成就表現 : 北市某情境中心為例
    Other Titles: Learning achievements of students with different learning styles in one English village in Taipei City
    Authors: 黃祈穎;Huang, Chi-ying
    Contributors: 淡江大學教育科技學系碩士在職專班
    陳慶帆;Chen, Chin Fen
    Keywords: 學習風格;Learning style;情境教學法;學習成就;Suited learning theory;learning achievement
    Date: 2011
    Issue Date: 2011-12-28 17:29:00 (UTC+8)
    Abstract: 本研究以臺北市某國小英語情境中心為例,依據情境學習、任務式教學理論
    進行課程設計、分析,探討不同學習風格之學生在英語學習成效之差異。採準實
    驗研究法,隨機選取五參加體驗課程之班級為實驗對象。本研究所使用的工具
    為:「Kolb 學習風格量表」、英語情境任務式教學法、情境單元學習成就測驗
    卷。研究過程之中,學生先以線上預習情境課程動畫,讓學生熟悉英語情境教學,
    使用英語情境成就測驗進行前測取得前測成績,再正式實施英語情境教學,教學
    後研究者利用英語情境成就測驗進行後測取得後測成績,檢驗學習風格、性別之
    間是否存在顯著差異。
    實驗結果:
    一、不同性別的學生在英語情境教學下之學習成就達顯著差異。
    二、不同資訊接收方式學生在情境教學結合任務式教學法之學習成就達顯著
    差異。
    三、不同資訊處理方式學生在情境教學結合任務式教學法之學習成就達顯著
    差異。
    四、不同學習風格學生在情境教學結合任務式教學法之學習成就達顯著差異。
    This study takes one English village in Taipei city as an example to explore
    whether there is a significant differences of learning achievement exist between
    students’ different learning styles or genders. A Quasi-Experiment Research is
    conducted in this study, and 123 4th grade students of five classes were selected in Nei
    Hui district of Taipei. The tools used in this study were "Kolb Learning Style
    Inventory ", "Task –based learning strategy", and "the Test of English Situated
    Learning Achievement". The researcher shows the airplane, hotel, supermarket and
    restaurant unit with "on-line animation " before doing the research, so the students can
    get familiar with situated learning easily, and then the formal presentation continued
    about 4 different topics. The survey of the Test of Situated Learning Achievement
    were used as the pre-test. After the formal presentation, the same survey were used
    again as the result of students’ achievement. The results of tests were checked by
    analysis of covariance(ANCOVA) to find out whether there are significant differences
    between the learning styles and genders.
    The results showed:
    First, there are significant differences in learning achievement between genders under
    the English situated learning.
    Second, there are significant differences in learning achievement between students
    with different "Information Perception" types under the English situated learning.
    Third, there are significant differences in learning achievement between different
    "Information Processing" types under the English situated learning.
    Fourth, there are significant differences in learning achievement between students
    with different learning styles under the English situated learning.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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