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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

國小中年級自然與生活科技領域實施小組式同儕教學之研究 / The Study of Peer Tutoring in Small Groups to Fourth Graders'' Nature and Life Technology in the Elementary School

羅俊男, Chun-Nan Lo January 1993 (has links)
現今九年一貫課程強調孩子多元學習的能力,以教師的專業自主來引導學童在學習歷程中能促進多元智慧的發展,教師應以創新教學理念,應用活潑有創意的教學法,來提高學生學習的效果。「小組式同儕教學法」屬於教師較少運用的一種教學法,嘗試探討其在教學上的影響及其價值。 本研究探討國小中年級自然與生活科技領域實施小組式同儕教學之教學情形。目的在研究自然與生活科技領域實施小組式同儕教學的學習效果;希望藉由研究者的省思與發現,並提出建議作為教師實施小組式同儕教學時的參考。 本研究主要採用質性研究法,以國小四年級中兩班學生為研究對象。研究者在教學過程中,以量化統計與質性研究的方法進行探討,資料蒐集包括前後測學期測驗成績,現場觀察記錄,錄音,錄影,教師札記,訪談,問卷及相關文件等,以三角檢驗法進行資料分析。 研究結果包括正負面多項影響,在正面的影響主要為學生喜歡小組式同儕教學的方式,從中養成主動學習及解決問題的能力等;負面影響主要為教室常規難控制,時間負擔重等,最後建議此教學方法在課程內容能結合舊經驗,及教師能適時指導的情形下適度應用,將可促進學童多元智慧的發展,提升學童學習的成效。 / The Grade 1-9 Curriculum Guidelines highlight the important of students’ learning ability in multiple disciplines. Teachers should develop students’ multiple intelligences with their professional skills in the students’ learning process. And use vivid and creative teaching methods to promote students’ learning. A teaching method, “Small Group Peer Tutoring (SGPT)”, is developed and employed in this study which aims at exploring its influence and value about students’ learning. This research studies the scenario of SGPT in Nature and Life Technology to the fourth grade students in an elementary school. The main purpose is to examine the learning outcome of SGPT and intends to provide suggestions for teachers who may one day need to implement this method. This study is mainly a qualitative research and the subjects are fourth graders from two classes in the elementary school. In addition to the qualitative research paradigm, the quantitative method is also applied to conduct the analysis. The data collection includes the pre- and post-test students’ exam scores, observation records, audio and video tape recording, teachers’ journals, interviews, questionnaires and relevant documents. These data are processed followed by the triangulation analysis method. The result includes positive and negative influences. For the positive influences, students like SGPT and develop the abilities of active learning and problem solving, etc. For the negative influences, the classroom management and overloading of teaching are main difficulties that teachers confronted in this method. The implication of this study is as follows: first, teachers should integrate students’ prior knowledge to the current curriculum. Second, teachers should apply this method according to their schedule and use it flexibly. In such circumstances, The SGPT can develop students’ multiple intelligences and improve their learning outcome. / 中文摘要 …………………………………………………………… Ⅰ 英文摘要 …………………………………………………………… Ⅱ 謝 辭 …………………………………………………………… Ⅲ 目 次 …………………………………………………………… Ⅳ 表 次 …………………………………………………………… Ⅵ 圖 次 …………………………………………………………… Ⅶ 第壹章 緒論……………………………………………………… 1 第一節 研究動機與背景………………………………………… 1 第二節 研究目的與問題………………………………………… 4 第三節 名詞釋義………………………………………………… 5 第四節 研究範圍與限制………………………………………… 6 第貳章 文獻探討………………………………………………… 8 第一節 同儕教學相關概念……………………………………… 8 第二節 同儕教學的理論基礎…………………………………… 12 第三節 同儕教學的教學模式…………………………………… 17 第四節 同儕教學實證研究……………………………………… 24 第叁章 研究方法………………………………………………… 30 第一節 研究樣本………………………………………………… 30 第二節 研究架構………………………………………………… 32 第三節 研究工具………………………………………………… 38 第四節 資料蒐集與分析………………………………………… 40 第肆章 研究結果與討論………………………………………… 42 第一節 學業成績之資料分析…………………………………… 42 第二節 學生學習歷程的感受…………………………………… 46 第三節 研究者輔導歷程與省思………………………………… 59 第四節 綜合結果與討論………………………………………… 74 第伍章 結論與建議……………………………………………… 79 第一節 結論……………………………………………………… 79 第二節 建議……………………………………………………… 84 參考書目 …………………………………………………………… 87 附錄一 小組式同儕教學回饋單(1)…………………………… 95 附錄二 小組式同儕教學回饋單(2)…………………………… 96 附錄三 小組式同儕教學自我評鑑表…………………………… 97 附錄四 小組式同儕教學意見調查表…………………………… 98 附錄五 喜不喜歡小組式同儕教學原因統計表………………… 99 附錄六 願不願意再上小組式同儕教學原因統計表…………… 100 附錄七 小組式同儕教學優缺點統計表………………………… 101

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