應用合作學習於國中文言文教學之行動研究

傳送到

題名:
應用合作學習於國中文言文教學之行動研究
著者: 黃思涵
徐綺穗
主題: 合作學習、文言文、學習成果、行動研究
描述: 本研究旨在解決國中生對文言文教材感到困難的問題，研究者採用合作學習教學法教導文言文，以改善國中生對文言文的困惑，並探討國中生學習文言文的成果。本研究之目的為：一、發展合作學習於國中文言文教學之教學活動設計。二、探討接受合作學習文言文教學之國中生學習歷程。三、探討實施合作學習教學後國中生的文言文學習成果。四、探討教師實施合作學習於國中文言文教學行動研究之自我成長。本研究採用行動研究法，研究對象為研究者任教之九年級學生18 人。研究者運用合作學習教學法進行文言文教材教學，四課共計29 節課。在教學實施後，利用觀察、教學日誌、學習單、回饋單、測驗卷等方式，配合錄影來進行編碼和分析。得到的研究結論如下：一、運用合作學習於國中文言文教學活動方陎 1. 採用拼圖法第二付的教學設計，學生能夠自學且轉教同學，有完整的學習自主權。 2. 採用學生小組成尌區分法設計，教師角色多有轉變，提供學生多樣化的引導。二、學生透過合作學習法學習文言文的歷程方陎 1. 採用拼圖法第二付教學設計時，學生先組成專家組閱讀資料，再到原小組討論發表，最後進行測驗與表揚。 2. 採用學生小組成尌區分法設計，先進行全班授課，再由學生組成小組討論及發表，最後進行測驗與表揚。三、學生透過合作學習法學習文言文的學習成果方陎 1. 採用拼圖法第二付的教學時，多數學生在測驗表現上是進步的，且在回饋單上表示這樣的方式對學習有幫助。 2. 採用學生小組成尌區分法學習文言文時，學生在測驗表現上是進步的，回饋單勾選有幫助。四、研究者運用合作學習於國中文言文教學之自我成長方陎 1. 將教材內容製作成學習單花費較多備課時間，但學生透過自學與同儕討論，每位學生都會被關注，教師的協助能釐清學生學習上的疑惑。 2. 教師的角色隨著教學步驟有所轉變，不再是單一的權威者，而成為學生學習的夥伴，更能貼近學生。 The purpose of this study was to resolve the problem that junior high students find it difficult to learn classical Chinese. The researcher used Cooperative Learning to teach classical Chinese. The aims of the research are as follows: 1. To develop activities of teaching junior high classical Chinese with Cooperative Learning. 2. To discuss junior high students’ learning progress of classical Chinese using Cooperative Learning. 3. To discuss junior high students’ learning results after using Cooperative Learning in the acquisition of classical Chinese. 4. To discuss the researcher’s growth after conducting Cooperative Learning in junior high classical Chinese classes. This study used action research. The research subjects are eighteen ninth-grade students from the researcher’s school. The researcher used Cooperative Learning to teach four classical Chinese lessons, using twenty-nine classes in total. After teaching, the researcher will use observation, journals, worksheets, feedback sheets, test paper, and recording to encode and analyze the results. The results of the research are as follows ： 1. The activies of using Cooperative Learning to teach junior high classical Chinese: (1) In the JigsawⅡteaching design, the students could learn by themselves and then tought their classmates. Students had whole learning autonomy. (2) In the STAD teaching design, the teacher changed her role, and can provide students with varied guidance. 2. The process of using cooperative learning to teach junior high classical Chinese: (1) In the JigsawⅡteaching design, students studied teaching material in the expert group, and then returned to the original group to discuss with each other and present their ideas. The last step was tests and awards. (2) In the STAD teaching design, teacher spoke to the whole class, and then students discussed in each group. After the discussion and presentation, students were given a test. And the final steps was reward. 3. The students’ learning results after using Cooperative Learning in classical Chinese classes: (1) After JigsawⅡteaching design, most students improved on their tests. Also they checked the “helpful” option on the feedback sheets. (2) After STAD teaching designed, most students improved on their tests. Also they checked the “helpful” option on the feedback sheets. 4. The researcher’s growth after using Cooperative Learning in teaching junior high classical Chinese: (1) Worksheet design costs more time in the preparation of classes. However, students can thus learn by themselves and discuss with each other. Individuals also got more attention. Besides, teacher’s help can solve students questions. (2) Teacher’s role changed through teaching steps: Not an authority, but a learning partner who are closer to students.
建立日期: 2015
語言: zh TW
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/7335
資源來源: NUTN IR

連結

連回原始介面

應用合作學習於國中文言文教學之行動研究

黃思涵徐綺穗 2015

正在檢索遠程資料庫，請稍等

應用合作學習於國中文言文教學之行動研究

黃思涵 徐綺穗 2015

正在檢索遠程資料庫，請稍等

黃思涵徐綺穗 2015