學習策略班級輔導活動教學效果與教學重要事件之研究

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題名:
學習策略班級輔導活動教學效果與教學重要事件之研究
著者: 吳毓雯; Wu, Yu-Wen
蔡麗芳; Li-Fang Tsai; 教育學系輔導教學碩士班
主題: 學習策略; 班級輔導; 教學重要事件; learning strategies; class guidance; teaching significant events
描述: 本論文之目的在探討「學習策略班級輔導活動」教學效果與教學重要事件之研究。研究對象以國小四年級二班各24名學生，分為實驗組與控制組。實驗組進行十二次，每次八十分鐘的「學習策略班級輔導活動方案」，教學者由研究者擔任。控制組則施於一般的綜合活動課程。本研究以「國小學生學習行為量表」為研究工具，對兩組成員進行前、後測，以獨立樣本單因子共變數分析來驗證教學效果。此外，根據十二次的「學習策略班級輔導活動」教學歷程，由研究者與協同分析者找出共同認定的教學重要事件做為分析之資料。依據研究結果，本研究獲致以下結論：第一、學習策略班級輔導活動方案對國小中年級兒童之學習行為量表上，整體上具有顯著影響效果。其中在「學習計畫」、「學習習慣」具有顯著影響效果，但是對於「學習方法」、「學習環境」、「學習欲望」、「課堂學習」、「準備考試」、「考試技巧」則無顯著影響。第二、具正向教學成效者之教學重要事件的特徵為：外在教學環境佳、學生參與度高、學生專注力高、教學者有效的引導與協助、教學者有效處理同儕互動、教學者有效掌控秩序、偶發事件處理得當、有效的運用支持獎勵、教學者指派任務清楚。第三、具正向班級凝聚力之教學重要事件的特徵為：學生參與度高、教學者獎勵制度的誘發、同儕互相幫助。第四、具負向教學成效之教學重要事件的特徵為：外在教學環境不佳、學生參與度低、學生無法理解教學內容、學生專注力低、學生不遵守活動指令、同儕互動不佳、學生不接受教學者的意見、教學者忽視學生的回應。第五、具負向班級凝聚力之教學重要事件的特徵為：學生參與度低、學生無法理解教學內容、同儕衝突、偶發事件中斷活動、學生不遵守規定及秩序。第六、正向教學重要事件有助教學效果的提升，負向教學重要事件無助教學效果的提升。本研究依據上述之研究結果加以討論，並提出建議，以供未來研究或教育輔導之參考。
The purpose of the study was to investigate the effects and significant events of Learning Strategies Program. Forty-eight four-grade students were the research subjects and were assigned to treatment and control groups by their classes. Each week the experiment group would take two eighty-minute sessions of learning strategies program activities. The teacher is the same as this researcher .The control groups were in a regular Integrative Activities program.All subjects received pre-test and post-test with「Elementary students’ learning behavior scale」.One-way Analysis of Covariance (ANCOVA) was used to test the effect of teaching. Further, according to the twelve teaching procedure records, to analysis the convergence of the researcher and a co-analyst of significant events.According to the findings, the conclusions of the study were drawn as follows:a. After the experiment course of learning strategies program, there were significantly differences of effects. There were significant differences only on “learning planning” and “learning behavior”, but the other dimensions were not significantly different.b. The characteristics of positive teaching effect were good external teaching environment, students’ participation, students’ attention and teacher well to do with guiding students, peer interaction, class order, chance occurrence, using reward and designation duty.c. Characteristics of the positive class and grade cohesive force were high students’ percentage participating, incentive system''s suggestion and peer cooperation.d. Characteristic of the negative teaching result were the bad external teaching environment; the low students’ participating percentage; the poor students’ comprehension faculty; the low students’ dedicated strength; the students didn’t observe the active instruction; the peer interaction was not good; the teacher’s invalid guidance and the assistance and teacher’s neglect student''s response.e. Characteristic of the negative class and grade cohesive force were the low students’ percentage participating; students were unable to understand the course content; peer conflict; the chance occurrence to interrupt the activity; the student didn’t observe the order.f. The positive teaching significant events helpful to promote the teaching effects, the negative teaching significant events were not helpful for teaching effects.Finally, based on the findings, some suggestions for counseling practice and for future researches are proposed.
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建立日期: 2007
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3785
資源來源: NUTN IR

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學習策略班級輔導活動教學效果與教學重要事件之研究

吳毓雯; Wu, Yu-Wen 蔡麗芳; Li-Fang Tsai; 教育學系輔導教學碩士班 2007

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