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題 名 | 網路同儕互評與標準建構歷程對國小學生後設認知影響的實證性研究=Effects of Web-Based Peer Assessment and the Development of Criteria on Elementary School Students' Metacognition: An Experimental Study |
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作 者 | 于富雲; 鄭守杰; | 書刊名 | 國立臺北師範學院學報. 教育類 |
卷 期 | 17:1 2004.03[民93.03] |
頁 次 | 頁197-225 |
分類號 | 521.3 |
關鍵詞 | 網路學習環境; 同儕互評; 評量標準; 後設認知策略; Peer assessment; Assessment criteria; Metacognition; Web-based learning environment; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討網路同儕互評與標準之建置歷程對於國小學童後設認知策略使用的立即與延宕效果,採用「評題方式」(不評題、教師給予標準之評題、學生建構標準之評題)與「測量階段」(前測、後測、延後測)二因子混合設計之準實驗研究方法,以高雄縣竹滬國小五年級三個班級的學生(共86名),利用一網路出題互評練習系統,配合自然學科教學內容,進行為期七週的實驗處理。研究結果發現,教師給予標準與學生建構標準之評題組學生在後設認知之後測表現上均高於不評題組,且具有延宕效果(F值分別為 5.36以及4.51,p<.10);此外,教師給予標準之評題與學生建構標準之評題兩組學生在後設認知策略的後測表現亦顯著高於實驗前測,且具延宕效果(F值分別為10.91與8.19,p<.10),然而,教師給予標準與學生建構標準之不同評題組學生在後測與延後測上皆無顯著差異。文末,根據資料分析結果進行討論,並提出教師教學以及未來研究之建議。 |
英文摘要 | The main purpose of this study was to investigate the immediate and delayed effects of peer assessment and the development of criteria on elementary school students' meta-cognition within a web-based learning environment. The study used a 3 (no peer assessment, peer assessment with teacher-provided criteria, peer assessment with student-constructed criteria)X 3(measuring times) mixed experimental design research method. Participants were 86 fifth-graders from three intact classes from one elementary school in the Kaohsiung county. Participants in this study interacted with a web-based question-posing and peer assessment learning system for seven consecutive weeks to supplement regular science course. Results indicated that students in both peer assessment groups performed significantly better than those in the no peer assessment group on both immediate and delayed posttests of meta-cognition and that the performance of students in both peer assessment groups on both immediate and delayed posttests of meta-cognition was significantly superior to their pretest scores. Finally, suggestions for classroom implementation and future research topics in this area are rendered. |
本系統中英文摘要資訊取自各篇刊載內容。