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題 名 | 文字的及文字附加圖構輔助的教材影響國民小學高低能力學生學習效果之研究 |
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作 者 | 李咏吟; | 書刊名 | 輔導學報 |
卷 期 | 5 1982.06[民71.06] |
頁 次 | 頁79-115 |
分類號 | 523.33 |
關鍵詞 | 高低能力; 國民小學; 教材; 學生; 學習效果; |
語 文 | 中文(Chinese) |
中文摘要 | 性向醫措施互動模式 (ATI) 是一種在班級教學的情境下,較為可能施行的適應性教學策略(Adaptive instructional strategy),其基本的實施辦法是將學生依不同的性向或能力加以分組,而使各組的學生在不同的教學措施下學習,則學習表現成績將優於對一班學生提供單一的教學措施。本研究選擇學習者學科的綜合起點能力,將班級中的學生依其上學期的學科成績分為高能力組及低能力組,並假設對高能力僅提供文字的教材設計,對低能力組提供文字的並附加圖構的輔助教材設計,將是一種有效的性向一措施互動模式設計。以國小六年級學生221人為受試者,並以學習數學科的集合概念為實驗工具,實驗時使高/低能力組內各有半數學生接受文字的教材設計,另半數學生接受文字的並附加圖構的教材設計,各組均以t考驗比較此兩種教材設計,發現兩種不同的教材設計形式對高能力組學生在其學習表現上的差異並未達顯著水準 (P>.05) ,而對低能力組學生提供文字的並附加圖構的輔助教材設計,將比僅提供文字的教材設計為佳 (P<.05 )。不加分組時,在練習測驗作答的時間上,接受到圖構輔助教材的學生比僅接受到文字者反應較快。本研究的發現僅部分支持性向一措施互動模式,因此雖建議在台灣研究個別化適應性教學策略時,應以細策略 (完全各別化) 為主,但在現階段亦應多研究性向一措施互動模式以作為細策略研究的基礎與參考。 |
英文摘要 | Aptitude-Treatment-Interaction Model is an accessible adaptive instructional strategy that can be designed in a traditional classroom teaching. It's basic design procedure is, first, classifying students in groups according to their aptitude or ability, then providing each group with a pre-designed treatment. It is assumed that the learning effectiveness will be hightened by using ATI design strategy than that of unitary traditional teaching method. This study selected subject qeneral entry ability to classify students into high and low ability groups, and it was hypothesized that high ability students would perform better under verbal only material design, and low ability students would perform better under verbal with imagery adjunct material design. The subjects were 221 6th grade elementary students in learning of Math set concepts. Half of high ability subjects were assigned to verbal only treatment and the other half of high ability subjects were assigned to verbal with imagery adjunct treatment. Same arrangement was executed to low ability subjects. Using t-test to compare the effects of the two treatments in each ability group, no significant differences were found between the two treatments for high ability subjects, but significant difference results ( P<.05 ) were found for low ability subjects. The verbal with imagery adjunct material design strategy was superior than verbal only design strategy for low ability subjects. When mixing up the high and low ability groups, it was found that subjects who received imagey adjuncts would response faster on answering training materials. This study is only partially supportive to ATI model although recent trend on the study of adaptive individualized strategy is emphasizing on micro-adaptive design, macro-adaptive strategy (ATI) researches should not be given up because it can serve as pre-instructional design strategy for micro-adaptive instructional systems. |
本系統中英文摘要資訊取自各篇刊載內容。