分組合作學習對學習成效之探討─以三角函數的應用為例 = The investigation of learning effect through cooperative learning─Taking the application of Trigonometric Function as an example

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題名:
分組合作學習對學習成效之探討─以三角函數的應用為例 = The investigation of learning effect through cooperative learning─Taking the application of Trigonometric Function as an example
著者: 林盈如
國立臺南大學應用數學系碩士班
主題: 分組合作學習一般教學三角函數的應用; cooperative learning general teaching the application of trigonometric function
描述: 　　本研究主要目的是以「三角函數的應用」為主題，探討「分組合作學習」與「一般教學」兩種不同方式對於學生解三角函數的應用問題及學習保留效果，並探討對後測及延後測之答題差異性原因。　　研究設計是採準實驗研究法，研究對象為台南市某一高職兩個高一班級共69人，一班為實驗班進行分組合作學習，另一班對照進行一般教學。本研究教學設計實驗班採用學生小組成就區分法，一般教學是傳統教學。兩個班級均依照東大版高職數學第一冊所呈現的內容順序進行教學。　　教學實驗前兩個高職一年級班級進行「一年級上學期第一次段考數學評量」當作前測，用以瞭解學生的起點行為，並作為實驗班分組的參考。教學實驗後，實驗班進行「三角函數的應用數學評量」及延後測，並對部分同學進行答題差異性之相關訪談；對照班接受「三角函數的應用數學評量」。用以瞭解學生的學習成效、保留效果和學生在後測與延後測之答題差異性分析。探討學生接受不同的教學方式之後，對於學習上有何影響。研究結果發現： 1.分組合作學習未能顯著提升高職一年級學生在「三角函數的應用」的學習成效 2.分組合作學習對高職一年級學生在「三角函數的應用」未必具有學習保留效果 3.學生在延後測的答題反應與後測時不同.
The main purpose of this study which is taking the application of trigonometric function as subject was to investigate the effects of two different teaching ways:cooperative –learning and general –teaching on solving the problems of the application of trigonometric function ,learning retention effect and the reasons for differences in answers for posttest and delayed posttest. A quasi-experimental design was adopted as the methodology. The research object is a total of sixty-nine students in two senior classes in a vocational college in Tainan City. The two classes are divided into the experimental group and the control group. One class carried on the coorperative learning method fer the experimental class, and the other class carried on tradidional teaching. The instructional design for this study was investigate the efforts of the cooperative learning approach of Student Teams Achievement Division (STAD) on the mathematics studies academic achievement. The mathematics textbook of senior high school published by Dong-Da were used as the teaching materials. Before teaching experiment, the two classes take the “Mathematical Assessment of the First Stage of the First Semester” as a pre-test to understand the starting behavior of students, and as a reference for experimental class grouping. After teaching experiment, the experimental class conducted the application of trigonometric function exam and postponement tests, and interview some students with different answers. Control class conducted the application of trigonometric function exam. The purpose is to understand the student’s learing effectiveness, retention effect, and student’s difference analysis of post-test and post-test answers. Discuss the impact of learning after students accept different teaching methods. The major findings of the study were as follows: 1.The cooperative learning can’t upgrade the learning efficiency for the senior high first graders in the learing topic of...
出版者: 碩士論文--國立臺南大學應用數學系碩士班. 108學年度
建立日期: 民108[2019]
格式: vii, 47葉 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

分組合作學習對學習成效之探討─以三角函數的應用為例 = The investigation of learning effect through cooperative learning─Taking the application of Trigonometric Function as an example

林盈如國立臺南大學應用數學系碩士班民108[2019]

正在檢索遠程資料庫，請稍等

分組合作學習對學習成效之探討─以三角函數的應用為例 = The investigation of learning effect through cooperative learning─Taking the application of Trigonometric Function as an example

林盈如 國立臺南大學 應用數學系碩士班 民108[2019]

正在檢索遠程資料庫，請稍等

林盈如國立臺南大學應用數學系碩士班民108[2019]