以小組積分競賽進行合作學習教學在「乘法公式」單元對八年級學生學習成效的影響

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以小組積分競賽進行合作學習教學在「乘法公式」單元對八年級學生學習成效的影響
著者: 陳進忠; Chen, Ching-chung
黃建中; Chien-hung Hung; 應用數學研究所碩士班
主題: 合作學習; 小組積分競賽; 學習動機; cooperative learning; teams-ranking-tournaments; motivation
描述: 本研究主要目的在探討小組積分競賽進行合作學習教學對八年級學生學習「乘法公式」單元學習成就與動機的影響，分析實驗組學生在小組積分競賽後與對照組學生在數學動機與成就上的差異情形，比較性別差異因素對實驗組的影響，並觀察乘法公式成就評量高、中和低得分組之男、女學生經小組積分競賽後的反應情形，希望提供國中教師未來在數學教學上之參考。本研究採準實驗研究法，樣本取自台南市安南區某一公立國中，研究者將樣本以非隨機方式分配為實驗組和對照組，並透過相關的文獻探討對實驗組學生進行教學實驗。量的分析方面，蒐集兩組學生乘法公式成就評量，並對實驗組進行數學學習動機量表前後測驗，研究者用 SPSS 20.0 / WIN XP 中文視窗版軟體和 EXCEL 2003 來統計分析研究資料；質性分析方面，在整體教學實驗結束後，對實驗組學生進行課後回饋單並於乘法公式成就評量高、中和低得分組各選取一名男、女學生進行學習動機方面的個別晤談。歸納分析結果，得到以下結論：一、小組積分競賽進行合作學習教學與傳統講述式教學，對於八年級學生在「乘法公式」單元的學習成就沒有顯著差異。二、接受小組積分競賽進行合作學習教學的實驗組學生其數學學習動機後測顯著優於前測。三、性別差異對接受小組積分競賽進行合作學習教學的實驗組學生在「乘法公式」單元的學習成就的得分有顯著差異，其中女生組顯著優於男生組。四、性別差異對接受小組積分競賽進行合作學習教學的實驗組學生在「乘法公式」單元的學習動機無顯著差異。五、在乘法公式單元中，大多數實驗組學生對於小組積分競賽進行合作學習教學的方式給予正向的肯定。六、在乘法公式單元中，利用小組積分競賽方式來進行合作學習時，學生在互相教導時可以產生成就感及信心，並改變其學習習慣。七、小組積分競賽方式來進行合作學習時，可營造出較有樂趣的學習環境，讓學生可較為輕鬆地學習數學知識，對學生的學習有幫助。八、大多數實驗組學生希望，在未來老師在數學課都能使用小組積分競賽進行合作學習教學。九、以小組積分競賽進行合作學習教學時，教師會有以下的執行困難：(一) 編組無法達到各組平衡。(二) 較難控制授課進度。(三) 小組討論時間較難掌握。(四) 部份同學未能積極配合。關鍵字：小組積分競賽、合作學習、學習動機
The purpose of this study was to investigate the cooperative learning with teams-ranking-tournaments to eighth graders’ learning achievement and motivation to learn multiplicative identities.The differences between students in the control group after the team-ranking-tournament and comparison gender differences in the experimental group were amalyzed. Furthermore, the researcher observed the reaction of the male and female students from the high, medium and low score group of achievement test on multiplicative identities after the team-ranking-tournament. This study could serve as a reference that could be used by the teachers guiding eighth graders in their future teaching of mathematics.This study adopted a quasi-experimental approach. Samples were selected from a public junior high school in AnNan District, Tainan. Samples will be assigned to the experimental group and the control group non-randomly. The experimental group will be taughted based on the relevant literature. The data of the achievement test on multiplicative identities of the two groups and the pre-test and post-test of the experimental group in math learning motivation evaluation were evaluated.Research data were analyed with SPSS 20.0 / WIN XP Chinese version Windows and EXCEL 2003. After teaching had been finished, a learning feedback questionnaire survey was administered to the experimental group students. In addition, a male and female students from the high, medium and low scores group of a achievement test in multiplicative identities were selected to interview.The results are as following:1. No significant difference in achievement was found between cooperative learningwith team-ranking-tournament and traditional lecture teaching.2. The post-test of math learning motivation evaluation of the experimental group for acceptting cooperative learning with team-ranking-tournament was significantly better than the pre-test.3. Gender differences between the experimental groups for acceptting cooperative learning with team-ranking-tournament was significant different in achievement test on multiplicative identities, which female students were significantly better than male students.4. Gender differences between the experimental group for acceptting cooperative learning with team-ranking-tournament was not significant different in the motivation of multiplicative identities.5. Most of the students in the experimental group gave positive responses in multiplicative identities.6. By cooperative learning with team-ranking-tournament, students could teach each other, so that they had a sense of accomplishment and confidence and changed their study habits in multiplicative identities.7. By cooperative learning with team-ranking-tournament, researcher could create a fun learning environment, to make students learn math more easily and helpfully. 8. Most of the students in the experimental group hoped that they would like to be taught by the cooperative learning with team-ranking-tournament in the future.9. By cooperative learning with team-ranking-tournament, the teachers had the following implementation difficulties: (1) The math abillity of each group was not similiar.(2) Difficult to control the instruction progress.(3) Difficult to handle the group discussion time.(4) Some students failed to actively cooperate.Keywords: teams-ranking-tournaments, cooperative learning, motivation
碩士
建立日期: 2013
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/687
資源來源: NUTN IR

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以小組積分競賽進行合作學習教學在「乘法公式」單元對八年級學生學習成效的影響

陳進忠; Chen, Ching-chung 黃建中; Chien-hung Hung; 應用數學研究所碩士班 2013

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