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題名 | 多重模式班級輔導方案對國小兒童的學習表現及身心適應之輔導效果= |
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作者 | 林本喬; |
期刊 | 嘉義師院學報 |
出版日期 | 19951100 |
卷期 | 9 1995.11[民84.11] |
頁次 | 頁91-173 |
分類號 | 523.33 |
語文 | chi |
關鍵詞 | 多重模式班級輔導方案; 國小; 兒童; 學習; |
中文摘要 | 本研究的目的在於驗證多重模式班級輔導方案對國小兒童的學習表現與身心適應的輔導效果。本研究採實驗研究法,研究對象為國小五年級兒童,實驗班級共三十二班,學生總數一千三百四十名;控制班級共三十二班,學生總數一千三百二十八名。實驗教師包括國小級任或科任教師共三十二人,所有實驗教師參加兩日的多重模式班級輔導方案研習,並在學期中按教師手冊實施班級輔導課程。實驗班級與控制班級兒童在實驗處理之前、後均施以「學習與讀書策略」、「國語文成就」、「數學能力」、「兒童焦慮」、「學校態度」等評量,所有班級的級任教師則擔任「班級行為」前、後測的評量。本研究以評量工具的七個變項(有效學習策略、無效學習策略、國語成就、數學能力、焦慮、學校態度、班級行為)來評估實驗處理的效果,考驗本研究的各項假設。其次,實驗進行五個單元後,選取六個實驗班級施以「班級輔導期中評量」,以評估前半實驗階段的輔導成效。而實驗教師亦在完成每一次班級輔導單元後,填寫「班級輔導活動回饋」,提供實驗心得與具體意見。 本研究的主要發現如下: 一、實驗班級兒童在有效學習策略、國語成就、數學能力、焦慮與班級行為的表現顯著優於控制班級兒童,但在無效學習策略的表現,則是控制班級兒童運用較少,而學校態度的 表現,兩者則無明顯差異;整體而言,多重模式班級輔導方案對國小兒童的學習表現與身心適應的影響,大多支持本研究的假設。 二、性別對實驗班級兒童在學習表現與身心適應的影響,在國語成就、數學能力、焦慮、與班級行為等變項,女生顯著優於男生;學校態度則男生較佳,有效學習策略與無效學習策略則無顯著差異。整體而言,多重模式班級輔導方案對國小女生的協助要比男生大。 三、不同性別的實驗教師對兒童學習表現與身心適應的輔導效果,皆無明顯的影響。 四、不同職務的實驗教師對兒童學習表現與身心適應的輔導效果,皆沒有顯著的差異。 五、實驗班級兒童在期中評量的反應,顯示有所收穫。不同性別的實驗班級兒童在期中評量的反應沒有沒有顯著差異。科任教師所擔任的實驗班級兒童,在期中評量的反應優於級任教師所擔任的班級。 六、多數的實驗教師對此次的班級輔導方案的實驗,皆感到適當。不同職務的實驗教師對輔導單元實施的回饋反應沒有顯著差異。 根據研究的發現,本研究分別就「國小班級輔導的推廣與實施」及「多重模式班級輔導方案的延續研究」提出若干建議。 |
英文摘要 | The purpose of this study was to examine the effects of the multimodal guidanc program on learning performance and phvsiopsychological adjustment of elementary students. Subjects were all fifthgrade students. The experimental group included 1.340 students in 32 classrooms, while the control group included 1,328 students from the other 32 classrooms. There were 32 teachers who participated in this study: they were either master or subject-spcialized teachers. These teachers had attended a two-day multimodal guidance program workshop and carried out classroom guidance courses based on the teacher's manual. Before and after the treatment, the subjects in both experimental and control groups received the following criterion measures: "learning and study strategies". "language achievement", "mathematics capacity", "children anxiety", and "school attitudes". The master teachers of both experimental and control classrooms evaluated their students, the "classroom behavior" before and after the experiment. Seven variables (effective learning strategies, ineffective learning strategies, language achievement, mathematics capacity, anxiety, school attitudes, and classroom behavior) were used to evaluate the effects of the treatment and to test the hypotheses in this study. After receiving five units of the treatment, six classrooms in the experimental group were given the intermediate evaluation of the program, in order to evaluate the guidance effect during half way of the experiment. The teachers filled out the activities feedback sheet after finishing each unit of the program and gave their suggestions. The results of this study were listed as follows: 1.Students in the experimental group performed significantly better than those in the control group in effective learning strategies, language achievement, mathematics capacities, anxiety, and classroom behaviors. However, the control group performed better in ineffective learning strategies comparatively. As to school attitudes, there was no significant difference between these two groups. The everall rsults indicated that the effects of the multimodal guidance program on learning performance and physio-psychological adjustment of elementary students mostly conformed to the hypotheses of the study. 2.Girls in the experimental group performed significantly better than boys in the following measures: language achievement, mathematics capacities, anxiety , and classroom behaviors. However, boys performed better in the school attitudes. As for the effective and ineffective learning strategies, there was no significant difference between girls and boys. In general, girls benefitted more than boys from the multimodal guidance program, thus conformed the hypothesis on gender issue. 3.The teachers' gender did not affect the students' learning performance and physio-psychological adjustment. 4.The teachers' duty whether master or subject-specialized did not affect the the students' learning performance and physio-psychological adjustment. 5.The students in most experimental classrooms indicated that they had benefitted from the first five units of the multimodal guidance program. There was no significant difference in the intermediate evaluation between male and female students. The students of the master teachers classrooms showed better intermediate evaluation than those of the subject-specalized teacher. 6.Most teachers participating in this study expressed that the multimodal guidance program was appropriate. Based on the findings of this study, several suggestions concerning about the promotion and implementation of classroom guidance in elementary schools and the future study of the multimodal guidance program were given. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。