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題 名 | 國小資優生統整教育教學模式之實驗研究=The Application Effects on Integrative Education Model for Elementary Gifted Students |
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作 者 | 盧台華; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 22 2002.03[民91.03] |
頁 次 | 頁217-234 |
分類號 | 529.61 |
關鍵詞 | 資優; 國小資優生; 統整教育教學模式; Integrative education model; Learning environment; Learning effects; Gifted; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的主要目的係在探討統整教育教學模式組成要素的有效性與建立本土化的統整教育教學模式,以推廣應用於國小資優班。採實驗組-控制組準實驗設計方式進行,以確實了解統整教育教學模式部分組成要素與整體模式之實驗成效。研究對象為臺北市國小資優班學生實驗組與控制組各35名,進行整體模式的實驗教學,以應用第一年依據國小一般課程內容改編完成之統整生理、情意、認知、與直覺等大腦功能的數學、自然與人文科學部分之十六個教學單元,並結合第一年對學習環境設計的要素進行的實驗發現,進行為期八天之密集冬令營實驗教學。研究工具包括語文與非語文創造力與學業成就測驗,課程本位的學業成就的形成性與總結性評量、學生與教師對統整教育教學模式實驗教學之心得問卷與錄影帶分析檢核表。主要研究發現為: 1.由客觀性的創造力與課程本位評量結果的量化分析,錄影帶的質化分析,以及教師與學生的主觀意見分析中均發現,採統整大腦生理、直覺、情意與認知功能的單元設計與實施方式的統整教育教學模式對國小資優生的學習有相當一致之成效。 2.統整教育教學模式對國小資優生創造力的提昇有助益,且以精進力部分的效果最為一致。而在語文創造力上,在流暢力、變通力、獨創力上亦有部分增進,尤其是出現在完全以語文敘述的假設情境預測結果題項上。 3.統整教育教學模式對國小資優生數學、自然與人文課程的形成性評量的學習成效有部分助益。 4.國小資優生在實施統整教育教學模式時,參與度,專心度、發言量均相當高,且對整體教學相當投入。 5.國小資優生與實驗教師對實施統整教育教學模式均相當滿意,對學習環境、教學方式、教室管理與活動參與的安排均非常認同,絕大多數對整體成效相當滿意。其所提之正向理由涵蓋在知識、社交、人際、情緒與整體的層面,且在內容敘述上相當具體與深入。 6.由教師與實驗學生對統整教學模式的回饋問卷的感想分析發現,大多數認為教室顏色對其學習有正向之影響,對藍、綠色的佈置相當滿意:對音樂的影響上,幾乎全體師生均感到相當滿意,學生甚至希望播放時間更長、更多樣化。在肌肉放鬆活動上,師生亦皆認為對學習有正面影響。 |
英文摘要 | The purpose of this study was to explore the effects of the Integrative Education Model for elementary gifted students. Experimental-control group design was used. Seventy elementary gifted students in Taipei area participated in this study and divided into experimental and control group paired with IQ, gender, and language and math achievement. Eight days winter camp intensive teaching was implemented by using sixteen lesson units in math, science, social and culture studies with integrating brain physical, emotional, cognitive, and intuitive functions. Data were gathered through direct observation checklists, learning effect questionnaires, creativity tests, curriculum-based summative and formative assessments, and videotape analysis. The main findings were: (1) Integrative Education Model teaching had some significant effects on enhancing creativity abilities of elementary gifted students, especially in elaboration ability; (2) Integrative Education Model could increased some math, science, and culture performances through formative curriculum-based assessments; (3) Experimental group students classroom participation, attentions, and oral expression were high; (4) Subjects were highly satisfied with the Integrative Education Model for its learning environmental factors, unit design and teaching methods; (5)Nearly all teachers participated in this study were satisfied with this teaching model. According to the research findings, the researcher gave some suggestions for future implementations. |
本系統中英文摘要資訊取自各篇刊載內容。