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題 名 | A Comparison between Cooperative Learning and Traditional, Whole-class Methods--Teaching English in a Junior College=合作學習對五專生英語學習的影響 |
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作 者 | 陳琇娟; | 書刊名 | 康寧學報 |
卷 期 | 1:3 1999.12[民88.12] |
頁 次 | 頁69-81 |
分類號 | 525.38051 |
關鍵詞 | 合作學習; 五專生; 英語學習; Cooperative learning; STAD; Student teams achievement division; EFL; TESOL; |
語 文 | 英文(English) |
中文摘要 | 本研究旨在比較「合作學習」和傳統的「演講式教學法」對五專一年級學生在英 語學習的影響。 本研究係以學生得分(後測 - 前測)平均來考驗實驗組和控制組學生的學 習成效是否有差異。研究發現實驗組的學生有較高的學習成效(總分、克漏字二方面得分優 於控制組、且達統計之顯著差異);而合作學習教學的兩大策略:酬賞結構和嚴謹的互動練 習則對學生的學習成效學生有正向的影響。 |
英文摘要 | The present study examines and compares Cooperative Learning (CL) techniques and the traditional whole-class method in terms of the English achievement of junior college students. Two freshman English classes participated in the study. The control class was taught using the whole-class, teacher-led method, and the experimental class was taught using CL. Evaluation of students' achievement was conducted by achievement tests administered before and after the experiment. T-test procedures were used to determine (a) whether the experimental class achieved higher overall scores than the control class, and (b) in which component(s) of the test the experimental class outscored the control class. The results reveal that students in small cooperative groups achieved significantly higher scores on the overall test and the cloze test component than those in the teacher-led learning environment. The achievement gains under CL are attributed to the method's reward structures and carefully structured interaction. |
本系統中英文摘要資訊取自各篇刊載內容。