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題名 | 配對學習方式與合作訓練對概念學習的效應=The Effects of Pairing Learning Methods and Cooperative Training on Concept Learning |
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作者 | 陳素貞; Chen, Sue-jen; |
期刊 | 屏東師院學報 |
出版日期 | 19980600 |
卷期 | 11 1998.06[民87.06] |
頁次 | 頁25-54 |
分類號 | 521.12 |
語文 | chi |
關鍵詞 | 合作學習; 配對學習; 概念學習; 概念轉移; 概念保留; 合作訓練; 電腦輔助教學; Cooperative learning; Pairing method; Concept learning; Concept transfer; Concept retention; Cooperative training; CAI; |
中文摘要 | 本研究旨在探討在電腦輔助教學環境下,不同的配對學習方式和教學主題對概念 學習、概念轉移和概念保留的效應;另一方面也在測試合作訓練對學生之學習成就的影響。 本研究採準實驗研究法之時間系列設計進行。研究樣本乃是按照學業成績及社交計量測驗的 結果,自國立屏東師範學院附屬小學三年級抽取的 64 名同學。受試學生被依照學業能力與 人格特質的高低,分派至四個實驗組中適當的組別與另一位同學配對,共同學習五個有關三 角形概念的電腦輔助教學單元。每個單元在教學前均先給予前測,教學結束後再給予後測; 唯在第三與第四單元的前測之前均先施予合作訓練。 三個 4x5 二因子共變數分析的結果顯 示:教學主題對概念的學習、轉移和保留均產生顯著影響差異 (p<.0001),但配對方式則無 顯著差異,教學主題與配對方式並不產生交互作用。LSD 組別事後比較學生在五個單元的表 現,結果顯示:學生成就的差異主要是因為教學主題本身的難易與學生對教學主題的熟悉度 ,與合作訓練的介入無明顯相關。合作訓練與電腦輔助教學情境的差異和使用教材的不同, 再加上訓練時間太短、次數太少,可能都是造成合作技巧無法內化與轉移的原因。 |
英文摘要 | The purpose of the research was 1.)to investigate the effects of pairing learning methods and instructional topics on concept learning, concept transfer, and concept retention in a CAI environment;2.)to examine the effects of cooperative training to the student performance. Time-series quasi-experimental design research method was employed to conduct the research. 64 third-grade students from Pingtung Teachers College Affiliated Elementary School were chosen and paired based on their academic achievement and the Sociometric Test result. Subjects were assigned to an appropriate experimental group to study five CAI units about geometry concepts. A pretest was provided prior to the instruction and a posttest was given immediately after the lesson was completed for every unit. A cooperative training session was conducted before the pretests of unit three and unit four. The results of three 4x5 analyses of covariance (ANCOVA)on learning, transfer, and retention revealed a uniform finding, which was a significant main effect on the instructional topics (P<.0001) but not on the pairing methods. There was no interaction between pairing methods and instructional topics. LSD post-hoc test results on the five units indicated that the significance was due to the difficulty levels of instructional units. No relationship was observed between the student performance and cooperative training. The variance between the cooperative training and computer learning environments and instructional materials, also the factor due to insufficient training time may account for the failure of internalizing and transferring the cooperative skills. |
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