配對合作學習法對國小學生英文學習效果之影響

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配對合作學習法對國小學生英文學習效果之影響
著者: 朱怡苹; Chu, I-ping
黃政傑; Jeng-jye Hwang; 教育學系課程與教學碩士班
主題: 配對合作學習法; 英文學習興趣; 英文學習成就; English achievement performance; Dyadic Coroperative Learning
描述: 本研究旨在以Dansereau所提出的「配對式合作學習」，以及其他合作學習研究文獻中，建構出適合國小學生的「配對合作學習」方式，並實際用在英文教學中，從而探討此種學習方式實施後，對增進國小學生英文成就表現及英文學習興趣，可能產生之預期效果。本研究以台中市西區忠孝國小四年級學生，叢集隨機取樣兩班為對象，一為實驗組，以「配對合作學習法」，進行英文教學。另一為控制組，以相同的教材，進行傳統之教師講授方式的教學。各組每週四十分鐘，共進行八週的教學，再包含前後測，整體實驗總計十週。本研究以自編的「英文學習成就量表1」與改編的「英文學習興趣量表」為前測工具，再以「英文學習成就量表2」與「英文學習興趣量表」為後測工具。先經由�邅k同質性考驗，確定實驗組與控制組學生，在兩種量表得分之�邅k係數同質沒有顯著差異後，隨即以前測為共變量，進行單變量共變數分析。並於教學結束後，針對實驗組學生，實施「配對合作學習法自我評鑑表」、「級任教師與學生開放性意見調查表」，所有研究發現如下。一、在英文學習成就表現方面：兩組學生在「英文學習成就量表2」之得分，沒有顯著差異，實驗組學生英文學習成就表現，未能優於控制組學生。二、在英文學習興趣方面：兩組學生在「自我效能分量表」與「成就動機分量表」之得分達顯著差異，「內在價值感分量表」得分未達顯著性，整體「英文學習興趣量表」之總得分，亦達顯著差異。實驗組學生英文學習興趣，優於控制組學生。三、在學習態度方面: 無論是與同學互動、個人學習成長，以及對配對合作學習的喜好感受等，實驗組學生大部分表現正面的看法。最後，研究者提出針對使用「配對合作學習法」在國小英文教學及未來進一步研究之建議。關鍵詞：配對合作學習、英文學習成就表現、英文學習興趣
The purpose of this study was to construct the “Dyadic Cooperative Learning” and to apply a practical strategy for teaching elementary school English . Possible effects of the strategy on improving English achievement performance and English learning attitude was also investigated.Two classes of students from Zhong-xiao elementary school in Taichung city selected as subjects. One class was assigned as the experimental group, and received a learning –skill training program under the “Dyadic Cooperative Learning” teaching strategy. The other class was assigned as the control group, in which students received the traditional method in learning. This teaching took ten weeks and forty minutes each week. The evaluate tests used in this study included: the tests of English Achievement and the tests of English Attitude. The data were analyzed by using co-variance. After the program, the self evaluation for this learning strategy and opinions about this learning were answered by those experimental students and their teacher.Students were given the evaluative test immediately (within 3 days)after they received “Dyadic Cooperative Learning” teaching strategy. The result is called the “Immediate Effect”. The results were as follows:1. The students showed a positive attitude toward the teaching strategy.2. In English achievement performance : Both the students of the control group and the experimental group were scored similarly. 3. In English leaning attitude: The scores of the experimental students were better than the scores of the gifted students.4. By not adding extra teaching time, the“Dyadic Cooperative Learning” teaching strategy can provide some teaching guidelines for English learning in elementary school.In the dissertation, some suggestions for the future application of this training were also explored.Key word: Dyadic Cooperative Learning, English achievement performance English leaning attitude
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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/987654321/3797
資源來源: NUTN IR

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配對合作學習法對國小學生英文學習效果之影響

朱怡苹; Chu, I-ping 黃政傑; Jeng-jye Hwang; 教育學系課程與教學碩士班 2007

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