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| 題 名 | 教師引導討論與小組討論對兒童寫作能力之影響研究 |
|---|---|
| 作 者 | 王萬清; | 書刊名 | 臺南師院學報 |
| 卷 期 | 24 1991.06[民80.06] |
| 頁 次 | 頁161-169 |
| 分類號 | 523.313 |
| 關鍵詞 | 小組討論; 兒童; 能力; 教師; 寫作; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 本研究主要目的在探討:接受教師引導討論、小組討論之三至六年俏兒童,其寫 作能力在年級內是否有差異。樣本取自省立臺南師院附小三至六年級,共346名,實驗前實 施兒童寫作能力測驗,然後,在學習11個與國語課配合之作文活動之後,再實施兒童寫作能 力測驗。利用單因子獨立樣本共變數普析,結果是:三至六年級兒童接受不同組別的教學方 式,其寫作能力有顯著差異。四、六年級是小組討論組優於教師引導討論組,五年級是教師 引導討論組優於小組討論組,三年級則兩組無顯著差異。 |
| 英文摘要 | The purposes of this research were to explore the effect on the writing ability between the teacher direction and small growp discussion that third grade to sixth grade. The subjects included 346 school children selected from experiment elementary school of Tai Nan Teacher College. They were randomly sampled from each grade, then randomly assigned to the teacher direction and small group discussion. The two group learned eleven writing activity then compare pretest and protest with writing ability test. The results with unequal n's one factor ANCOV Were: The fourth and sixth grade are small Group discussion better than teacher direction, the fiveth grade is teacher direction better than small group discussion, but have no significant on the thirth grade. |
本系統中英文摘要資訊取自各篇刊載內容。