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題 名 | 認知型態與合作學習STAD的教學設計應用在電路學課程的研究=A Research of the Cognitive Styles and Cooperative Learning STAD Strategy Applied in the Curriculum of Electronic Circuit |
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作 者 | 趙沐深; | 書刊名 | 臺中教育大學學報. 教育類 |
卷 期 | 22:2 2008.12[民97.12] |
頁 次 | 頁15-33 |
分類號 | 524.3448 |
關鍵詞 | 合作學習; 認知型態; 學習成效; Cooperative learning; Cognitive styles; Learning effectiveness; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討認知型態與合作學習STAD(Student's Team Achievement Division)教學策略在五專電路學課程學習成效之研究。 本研究採用「不等組前測-後測」之準實驗設計進行研究。以五專電子科必修電路學之81名學生爲研究樣本,實施爲期十週30小時的實驗教學。研究工具包含認知型態量表、電路學學習成就前測量表、電路學學習成就後測量表及學生學後反應量表。採用次數分配、獨立樣本t考驗、共變數分析等統計方法考驗各項研究假設。經研究獲得結論如下:一、不同認知型態的學生,在電路學學習成效上有顯著差異。場地獨立型學習者的學習成效顯著高於場地依賴型者。二、實施合作學習教學策略,對於五專學生在電路學學習成就,顯著優於傳統電路學教學。三、在五專學生對於合作學習策略的學後反應,並無負面情形。根據研究結果,建議:(一)教師於教學時要重視學習者的認知型態,而給予適當的輔導。(二)根據研究結果建議擔任電路學課程的教師可採用合作學習STAD的教學方法進行教學,並做進一步的教學研究。 |
英文摘要 | The purpose of this paper is to research effectiveness of cognitive styles and Cooperative Learning (CL) Student's Team Achievement Division (STAD) strategies toward the Electronic Circuit curriculum in the junior college. This research adopts the method of <||>Nonequivalent group pretest-post<||> quasiexperimental design. The sample of this study was junior college students in the requisite electronic circuit curriculum. It lasted for 10 weeks totaled 30 hours for this experiment teaching. Experimental tools include cognitive styles quantity survey, electronic circuit learning achievement pre-test and post-test scale charts, post-learning survey. The statistic procedures employed for analyzing experimental data and examining the research hypotheses were Frequency Distribution, Independent Sample t-Test, and Analysis of Covariance. The conclusions of this study were: 1) There are noticeable achievement differences between the students of the electronic circuit curriculum based on the different cognition styles of each student. Field-independent learners achieve better performance than the Field dependent learners. 2) The achievement test of the Electronic Circuit curriculum for the junior college through STAD strategy reaps better result than the traditional teaching. 3) There is no negative response through post-learning survey from the students of STAD curriculum. There are suggestions through the CL STAD research findings: 1) Teacher should pay attention to the cognition style of the students, and give appropriate guidance. 2) This study encourages the Electronic Circuit teacher to adopt the CL STAD as teaching method, and gives advance study on this teaching method. |
本系統中英文摘要資訊取自各篇刊載內容。