5E教學模式對國小高年級學童社交技巧影響之研究 = The influence study of using 5E instructional model on social skills teaching of high grader elementary students

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題名:
5E教學模式對國小高年級學童社交技巧影響之研究 = The influence study of using 5E instructional model on social skills teaching of high grader elementary students
著者: 曹家綺
國立臺南大學教育學系課程與教學教學碩士班
主題: 5E教學模式社交技巧; 5Einstructionalmodel socialskills
描述: 本研究旨在了解5E教學模式課程對國小兒童社交技巧之影響。本研究採準實驗研究設計，以高雄市三民區某一國小五年級學童為研究對象，實驗組接受為期六週，每週2節，共12節的社交技巧課程，控制組則未接受任何實驗處理。課程進行前後，皆以蘇曉憶（2014）的「兒童社交技巧量表」施測，並在課程結束四週後進行追蹤測驗，藉由後測與追蹤測探討課程立即性與持續性效果。研究結果採描述性統計、單因子共變數分析以及無母數曼-惠特尼U檢定（Mann-Whitney U test）等量化資料呈現外，亦透過「單元回饋表」、「課程總回饋表」、「學生訪談問卷」來針對實驗組進行質的分析，以作為評估實驗成效之輔助。　　依據研究結果與發現，獲致以下之結論：一、 5E教學模式對學生「情意向度」社交技巧未有立即的提升，但有持續的影響。二、 5E教學模式對學生「認知向度」社交技巧有立即的提升，但未有持續的影響。三、 5E教學模式對學生「行為向度」社交技巧未有立即與持續的影響。四、 5E教學模式對實驗組高成就和低成就的學生，在「行為向度」社交技巧有立即的成效差異，持續性成效未有差異；在「認知向度」和「情意向度」社交技巧沒有立即與持續的成效差異。五、 5E教學模式對實驗組不同性別學生「行為向度」、「認知向度」和「情意向度」社交技巧沒有立即與持續的成效差異六、實驗組學生對5E教學模式社交技巧教學抱持正向肯定的看法。.
　This study aims to understand the influence of 5E instructional model on the social skills of high grader elementary students. In this study, the design of a quasi-experimental study was adopted. Taking the fifth-grade students of a primary school in Sanmin District, Kaohsiung City, as the study subjects, the experimental group received 12 sessions of social skills lessons during six weeks, two sessions per week, whereas no experiment was done on the control group. Both before and after the lessons, Su Yue Yi (2014) 's "Children's Social Skills Scale" was administered and a follow-up test was conducted four weeks after the end of the course to explore the immediate and continuous results through post-test and follow-up tracking. In addition to the quantitative information of the descriptive statistics, ANCOVA and Mann-Whitney U test, a qualitative analysis was also conducted to the experimental group with “unit feedback”, “course feedback”, and “student’s interview” which were used as aids to assess the effectiveness of the experiment. According to the research results and findings, the following conclusions were obtained: 1. The 5E instructional model has a continuous influence but not immediate improvement on the social skills of the students in terms of “emotion”. 2. The 5E instructional model has an immediate improvement but not continuous influence on the social skills of the students in terms of “cognition”. 3. The 5E instructional model has no immediate and continuous influence on the social skills of the students in terms of “behavior”. 4. For students with high performance and low performance in the experimental group, the 5E instructional model has a difference in the immediate effectiveness but no difference in the continuous effectiveness on the social skills in terms of “behavior; also, there is no difference in the immediate and continuous effectiveness on the social skills in terms of “cognition” a
出版者: 碩士論文--國立臺南大學教育學系課程與教學教學碩士班.106學年度
建立日期: 民107[2018
格式: viii,134面 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

5E教學模式對國小高年級學童社交技巧影響之研究 = The influence study of using 5E instructional model on social skills teaching of high grader elementary students

曹家綺國立臺南大學教育學系課程與教學教學碩士班民107[2018

正在檢索遠程資料庫，請稍等

5E教學模式對國小高年級學童社交技巧影響之研究 = The influence study of using 5E instructional model on social skills teaching of high grader elementary students

曹家綺 國立臺南大學 教育學系課程與教學教學碩士班 民107[2018

正在檢索遠程資料庫，請稍等

曹家綺國立臺南大學教育學系課程與教學教學碩士班民107[2018