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頁籤選單縮合
題 名 | The Performance of Junior College Students Studying English through Cooperative Learning=五專生經由合作學習的學習成果 |
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作 者 | 陳琇娟; | 書刊名 | 康寧學報 |
卷 期 | 1:1 1998.12[民87.12] |
頁 次 | 頁73-88 |
分類號 | 525.38051 |
關鍵詞 | 合作學習; 學習成果; 英語; Cooperative learning; STAD; Student teams achievement division; EFL; TESOL; |
語 文 | 英文(English) |
中文摘要 | 本研究旨在探討康寧護專五專一年級的學生經過二個月合作學習的英語學習成效 和社交技巧的學習成果。 課程設計採學生學習成就區分小組( STAD )為主架構, 再配合 Within-Team Jigsaw, Round Robin 和 Number Heads Together 的合作學習技來加強個人 和小組的練習。英語短劇的演出亦被採用以培養學生的溝通能力。 深度訪談為主要的研究工具,訪談資料來自高、中、低成就共12名學生。結果顯示大部分受 訪者對合作學習的反應非常好尤其在語言學習,人際關係和自我成長三方受益罪淺。然而受 訪者也提出班級秩序,小組認同和成員小考表現不佳之缺失。本研究亦對此缺失深入討論並 提出解決之道。 |
英文摘要 | The study explores how junior college students perceive the changes in their language and social development when they switch to a new Cooperative Learning (CL) environment. A total of 143 freshman students majoring in nursing were instructed to learn English through CL for two months. STAD (Student Teams Achievement Division) was chosen as the framework. Three Cooperative structures--Within-Team Jigsaw, Roundrobin and Number Heads Together--were utilized in sequence to ensure individual accountability, equal participation and increased social skills. In addition, the activity of Acting out the Story was applied to enhance students' speaking and listening abilities. For data collection, 12 students with different levels of proficiency were selected as the participants in open-ended interviews with the teacher-as-researcher. The results showed that most participants' reactions to CL were positive and they seemed to have achieved some accomplishments in three aspects: language development, social relations and affective development. Some problems pinpointed by a few participants were classroom management, team identity, the possibility of fossilization and complaints about teammates doing poorly on quizzes. Possible solutions to those problems are discussed in the study. |
本系統中英文摘要資訊取自各篇刊載內容。