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題名 | 合作學習模式中學生學習表現之探討=High School Students Learning Performance in a Cooperative-Learning Math Class |
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作者 | 陳彥廷; 姚如芬; Chen, Yen-ting; Yau, Ru-fen; |
期刊 | 臺東大學教育學報 |
出版日期 | 20040600 |
卷期 | 15:1 2004.06[民93.06] |
頁次 | 頁127-166 |
分類號 | 521.427 |
語文 | chi |
關鍵詞 | 合作學習; 學習表現; 數學教學; Cooperative learning; Learning performance; Math instruction; |
中文摘要 | 本研究以合作學習方法中R. E. Slavin於1978年所提出之「學生小組成就區分法(STAD)」為主軸,為學生佈置一個「合作學習」模鋨的情境,以探弄高一常生在數學學習過程中其學習之表現。本研究屬於行動研究,一方面;逐次針對實施之情形改進「合作學習」之模式,另一方面;則針對學生在此期間「學習單」與「學後評量」之表現情形進行分析與探究。因此,研究的主要參與者為研究者本身及所任教的一班高一學生。 研究結果發:在「合作學習」模式下,學生於「數與坐標系」及「數列與級數」兩單元透過「溝通、討論」的過程,觀念重新被討論、精熟,進而達成數學學習之提昇。然而,亦尚有一些學習目標表現不甚理想。整體而言「合作學習」不僅能降低三定生彼此個別競爭的習慣,養成小組間相互依賴、共同合作的精神,並促使學生學習到傳統課室中所無法學得的技巧,且學生對於個人解題能力影響的成效,均給予很正向的評價,其望日後能再透過此方式來學習數學。 |
英文摘要 | This is an action research. In order to explore the effect of a cooperative learning model, the author used a STAD model proposed by Slavin (1978) on one of his freshmen math class in a senior high school. This author collected data on students’ affective opinions and learning performance during the teaching sessions by field observations, questionnaire, and after-class interviews. The major findings were as follows. During the cooperative learning sessions of “Numbers and Coordinate” and “Sequence and Series”, through a series of communication, target concepts were discussed over and the degree of mastery were then improved. The instruction goals of the units were successfully achieved. However, students failed to develop true comprehensive understanding on five concepts. Specifically, these concepts were (1) slope relation between parallel lines and between perpendicular lines; (2) complex numbers consisting of real numbers and imaginary numbers, and its format; (3) the calculation of complex numbers; (4) every point on the complex plane corresponding exclusively to only one complex number, and how to locate the complex number a+bi on the complex plane; and (5) the prove of the infinite proposition involving natural numbers by mathematical indication. In general, cooperative learning promoted students’ positive interdependence and peer interaction, reduced individual competition, and enabled the students to master skills that could not be acquired easily in a traditional classroom. Ruther more, the students highly valued the impacts of cooperative learning on their problem-solving ability. They would like to study mathematics in this way in the future. |
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