查詢結果分析
相關文獻
- 學習困難訊息的回饋對國中生英語科成就的影響之實驗研究
- 測試焦慮、生活適應與國中生英語科學業成就關係之研究
- 學習困難訊息的回饋對國中生數學科成就的影響之實驗研究
- 國中生之學業成就與遊憩參與型態
- 國中生人格傾向、休閒活動與學業成就關係之研究
- 基隆市立建德國中學生英語科學習態度與學業成就之相關研究
- 從社會心理學觀點看教師期望與國中生學業成就之關係
- 不同參照回饋類型、制握信念對國中學生學習成就期望水準影響之比較研究
- 高中生英語學習動機、態度、師生互動、親子關係與英語科成就之相關研究
- A Study of Relationship between Early Adolescents' Background Characteristics and Students' Academic Achievement
頁籤選單縮合
題名 | 學習困難訊息的回饋對國中生英語科成就的影響之實驗研究 |
---|---|
作者 | 張春興; | 書刊名 | 教育心理學報 |
卷期 | 12 1979.06[民68.06] |
頁次 | 頁69-88 |
關鍵詞 | 成就; 英語科; 國中生; 學習困難; |
語文 | 中文(Chinese) |
英文摘要 | To investigate the effects of information feedback of learning difficulties on English learning, an one-year experiment was conducted in two junior high schools, in which 704 subjects from grades 7 and 8 were sampled and divided into experimental group and control group, nearly counterbalanced for grade and sex. In the EG, the teachers were given information concerning learning difficulties before instruction, and were asked to explore actual problems by means of unitary diagnostic English tests and to correct errors immediately. While the students of the CG were distributed in normal classes without any special instruction. The criterion variables were Vocaburary-Prounciation, Grammer, Comprehension, and Listening. The control variables were intelligence, pre-achievement, achievement motivation, social economic status, and perception-toward-teacher. The results were analyzed by Finn's multivariance analysis of covariance, stepwise multiple regression analysis, and MAPS's canonical correslational analysis. It was found that (1) The effects of the new teaching strategy were more salient in grade 7 than in grade 8; (2) The information feedback approach was clearly in favor of Grammer learning, while in Vocaburary-Pronunciation, Comprehension, and Listening there were no consistent effects for both grades; (3) Intelligence and pre-achievement were the two major predictors for post-achievement in both grades; (4) Listening was a relatively independent canonical factor, in which intelligence, SES, and perception-toward-teacher played important roles in prediction. It suggests that the teaching strategy of information feedback is much effective in Grammer learning and when the learning difficulties are newly formed. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。