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    題名: 國中數學補救教學實施跨班同儕教導之行動研究
    其他題名: Action research of implementing cross-class peer tutoring in mathematics remedial instruction in a junior high school
    作者: 簡淑芬;Chien, Shu-Fen
    貢獻者: 淡江大學教育科技學系碩士在職專班
    吳純萍;Wu, Chun-Ping
    關鍵詞: 同儕教導;行動研究法;數學補救教學;Peer tutoring;Action Research;Mathematics remedial instruction
    日期: 2013
    上傳時間: 2014-01-23 13:27:50 (UTC+8)
    摘要: 本研究旨在探討應用跨班同儕教導策略於國中數學領域補救教學之實施歷程,及對學生的學習感受與數學學習成就之影響。本研究參與者為十二名就讀於新北市某完全中學八年級學生。本行動研究共進行兩階段,每階段實施五週、每週二次,維期三個月。研究者運用觀察、訪談等方式收集質性資料,輔以紀錄表、回饋表、學習檔案等文件資料,以「持續比較法」進行質性資料分析,結合段考成就評量測驗之量化分析,進一步綜合整理、歸納,探討應用跨班同儕教導策略對國中數學領域補救教學之實施歷程,及對參與學生的學習感受與學習成就之影響,獲得以下研究結論:
    一、影響跨班同儕教導實施歷程,關鍵在同儕間的互動,而合宜的參與者遴選與配對、落實同儕教導者訓練、提供結構化教材習媒介、後續的支持與回饋等,皆有助於同儕間良性的互動。
    二、跨班同儕教導能明顯提升同儕學習者之數學學習成就,然而對於同儕教導者學習成就的影響有限。
    三、參與者對實施跨班同儕教導整體抱持正向看法,認為該活動有助於提升數學解題能力、文字閱讀能力等,進而提高學習動機及學習意願。
    四、參與者參與跨班同儕教導活動之後,能改變自身的數學學習習慣,促使他們用更正確的方式,以及更積極的態度面對自己的數學學習。
    本研究建議跨班同儕教導未來可在幾何數學、配對方式、或其他領域進行相關研究,同時,在實務上可施行配對調整、參與者的進退場機制,及彈性的實施時間。
    This research investigatedthe process and impact of integrating cross-class peer tutoring into mathematics remedial instruction in a junior high school. Specifically, this study aimed toexplore the process of implementing the cross-class peer tutoring, and to studyits impacts on students’ learning achievement in mathematics and their perception toward the value of the mathematics and the activities. Two-stage action research was conducted for three months. Twelve 8th gradestudents were recruited. Data was collected using observation and interviews. Additionally, participants’feedback on the activities, learning portfolios as well as their performance of school examinations were collected. The data were analyzed usingthe constant comparison method. The main results of this research were as followed:First, quality of peer interaction, a key to the success of implementing cross-class peer tutoring, is determined by selection of tutors and tutee training , and constant support and feedback offered by the instructor. Second, Cross-class peer tutoring enhanced tutee’s achievement; however, the positive effect on tutors’ achievement was not found. Finally, both of tutors and tutee perceived the value of the engaged activity in enhancing their abilities in solving math problems, reading comprehension, their motivation and learning willingness and learning habits.The study recommended that issues such as time allocated for the activities, matching the tutor with the tutees, should be taken in consideration.
    顯示於類別:[教育科技學系暨研究所] 學位論文

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