應用同儕教學於國中二年級學生的學習成效之研究—以一元二次方程式為例

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應用同儕教學於國中二年級學生的學習成效之研究—以一元二次方程式為例
著者: 蘇義傑; Su, Yi-chieh
吳博雅; Po-ya Wu; 應用數學研究所碩士班
主題: 數學學習態度; 一元二次方程式; 同儕教學; learning attitudes; quadratic equation with one variable; Peer-tutoring
描述: 本研究目的在探討運用同儕教學於國中二年級學生一元二次方程式之實施情形，藉以瞭解同儕教學對參與學生數學學習成效，學習態度與學習情形之影響。本研究的對象為台南市某國中二年級其中兩班之學生。實驗班進行同儕教學，對照班為傳統教學，以作為對照，實施時間共四週。以教學觀察、學習單、回憶單、晤談、教學日誌之質性資料，及後測驗、數學態度量表之量化資料，加以綜合整理歸納出本研究之研究結果。本研究結論如下：一、經過同儕教學與傳統教學後，在學習成效上實驗班與對照班沒有顯著差異。二、同儕教學對中程度學生的學習成效有較多的影響。三、同儕教學對學習保留有正面影響。四、同儕教學對學習態度有正面影響，尤其以低程度學生最明顯。五、同儕教學對中、低程度學生的學習狀況影響如下：在解題能力方面，中程度學生所得到的觀念澄清與穩固的作用都比較好，但是尚未達到完全與深入的階段；而低程度學生則是只在模仿他人解單純計算的問題上有比較好的表現。在學習意願方面，中程度與低程度學生都認為能提高其學習意願。
The purpose of this reserch is to investigate the use of peer-tutoring on eighth graders in learning quadratic equation with one variable in order to understand the impact of peer-tutoring in students'' mathematics learning achievements, learning attitudes and learning situations. The reserch is done on eighth graders of two classes in a junior high school in Tainan. The experimental class is taught through peer-tutoring, and the control class is taught through traditional teaching, and the implementation lasts four weeks. With the qualitative data of teaching observation, prework sheets, introspective sheets, interviews, teaching logs, and the quantitative data of post tests, mathematics attitude scale to be integrated summarizing the results of this reserch. The reserch yields the following results:(1) After peer-tutoring and traditional teaching, there are no significant differences in learning achievements between the experimental class and the control class.(2) Peer-tutoring has more influence on the medium-capacity students’ learning achievements.(3) Peer-tutoring has positive influence on learning retention.(4) Peer-tutoring has positive influence on learning attitudes especially for the low-capacity students.(5) The influence on the medium- and low-capacity students’ learning situations through peer-tutoring is as follows: in the problem-solving ability, the medium-capacity students’ concepts are clarified and enhanced better, but they have not reached the complete and in-depth stage yet. Low-capacity students have improvement in imitating others to solve simple questions. Medium- and low-capacity students admit it can improve their willingness to learn.
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建立日期: 2013
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/689
資源來源: NUTN IR

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應用同儕教學於國中二年級學生的學習成效之研究—以一元二次方程式為例

蘇義傑; Su, Yi-chieh 吳博雅; Po-ya Wu; 應用數學研究所碩士班 2013

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