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題名 | 關懷、愉悅與精熟的融合--一個新的合作學習模式的誕生 |
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作者 | 鄭世仁; | 書刊名 | 初等教育學報 |
卷期 | 3 1995.06[民84.06] |
頁次 | 頁1-40 |
分類號 | 521.12 |
關鍵詞 | 合作學習法; 競爭學習法; 個別化學習法; 三合一合作學習模式; 學生小組成就區分法; 小組遊戲競賽法; 精熟學習法; Cooperative learning; Competitive learning; Individualistic learning; 3 in 1 cooperative learning model; STAD; TGT; Mastery learning; |
語文 | 中文(Chinese) |
中文摘要 | 社會分工超細密而複雜,教導學生如何與人合作以適應社會的需要,乃成為學校教育的重要課題。不幸的是,受到社會達爾文主義盛行之影響,學校 不僅未能肩負起教導合作的責任,本身竟也淪為競爭激烈的殺戮戰場,而助長了後工業化社會的疏離感。歐美國家有鑑及此,自1970年代起已開始提倡合作學習的觀念,並已獲得實徵研究的成效。 本文旨在介紹筆者專為我國國小教育設計的新的合作學習模式──”三合一”合作學習模式。本模式係結合了合作學習中的關懷、競爭學習中的愉稅,以及個別化學習所強調的精熟,以改善目前學習歷程中不能兼顧三者的偏頗現象。 本文係採用文獻探討的方法,先綜覽有關合作學習的理論與實徵之研究,再比較現有各種合作學習模式(例如學生小組成就區分法)之優劣所在,然後依據我國國小教育之獨特情況,設計出一套新的合作學習模式。 |
英文摘要 | The major task of schooling is to teach students to cooperate with others in such a complicated society. However, due to the influence of social Darwinism, schools not only forget their duties in teaching cooperation to their students, but become a bloody battlefield themselves. The increasing of the sense of alienation makes the post-industrialized countries to think about the ideas of cooperative learning, and, since 1970s, there are many empirical studies about cooperative learning which have positive effects. The purpose of this thesis is to introduce a new cooperative learning model the 3 in 1 model. This model focuses on the combination of three elements which are indispensable in teaching, i.e. concern, enjoyment and mastery. With this new model for teaching, I hope the qualities of teaching can be improved. Using the method of literacy inquiry, I read both the theoretical and empirical studies in this field and compare the differences among different models of cooperative learning. Considering the unique characters of our elementary education, I create a new model of cooperative learning which could, I hope, be useful for our elementary schools. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。