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題名：以「小組加速教學」改進數學學習之行動研究
書刊名：國民教育研究學報
作者：柯慶輝
作者(外文)：Ke, Ching-hui
出版日期：2006
卷期：17
頁次：頁55-81
主題關鍵詞：小組加速教學；數學學習；合作學習；Team-assisted individualization；TAI；Cooperative learning；Learning in mathematics
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:11
  • 點閱點閱:44
小組加速教學法（Team Accelerated Instruction, TAI ）是一種融入個別化學習，專門為數學學習所發展的合作學習策略。本研究採取行動研究法以探究TAI 對數學學習之影響，參與者為研究者擔任級任之 31 名六年級學生，透過觀察、訪談和問卷蒐集等方式蒐集研究資料。研究結果顯示，TAI 的學習方式似乎較傳統整班式的教學更能提昇學生的學習興趣，並能增進小組成員之間的友情。本文根據研究結果與多方來源的資料進行討論，並提出未來研究的建議。
Team-accelerated instruction (TAI) is an instructional method that combines individualized instruction with cooperative learning in mathematics, in which students work on individualized units in heterogeneous, cooperative learning groups. The purpose of this action study was to investigate the effects of a TAI mathematic program on a sixth grade classroom. Eighteen boys and thirteen girls participate in TAI class, each receiving two units of mathematical courses. The results show that compared with traditional whole-class instruction, TAI stimulates more interest and willingness to seek help and learn better, and it also helps to improve the friendship between members. Implications of the TAI approach for adaptive learning in Mathematics were discussed.
期刊論文
1.吳梅蘭、曾哲仁(19940300)。國小學童數學態度及其相關因素之研究。臺南師院學生學刊，15，19-38。  延伸查詢new window
2.周立勳(19981100)。分組合作學習中兒童的情意表現。嘉義師院學報，12，39-72。  延伸查詢new window
3.Damon, William(1984)。Peer education: The untapped potential。Journal of Applied Developmental Psychology，5，331-343。  new window
4.Salend, S. J.、Washin, B.(1988)。Team-Assisted Individualization with handicapped adjudicated youth。Exceptional children，55(2)，174-180。  new window
5.Slavin, R. E.、Leavey, M. B.、Madden, N. A.(1984)。Combining cooperative learning and individualized instruction: effects on student mathematics achievement, attitudes, and behaviors。The Elementary School Journal，84(4)，409-422。  new window
6.張新仁、許桂英(20041200)。國小數學領域採合作學習之教學成效。教育學刊，23，111-136。new window  延伸查詢new window
7.吳清山、林天佑(1999)。個別化學習。教育資料與研究，33，91。  延伸查詢new window
8.柳賢(1990)。從學生的個別差異談國中的數理教學。國教研究雙月刊，12，15-20。  延伸查詢new window
9.Hawkins, J. D., Doueck, H. J.,、Lishner, D. M.(1988)。Changing teacher practices in mainstream classrooms to improve bonding and behavior of achievers。American Educational Research Journal，25(1)，31-50。  new window
10.Johnson, D.W., Johnson, R. T., Johnson, J.、Anderson, D.(1976)。The effects of cooperative vs. individualized instruction on student prosocial behavior, attitudes toward learning, and achievement。Journal of Educational Psychology，68，446-452。  new window
11.Madden, N. A.,、Slavin, R. E.(1983)。Mainstreaming students with mild academic handicaps: Academic and social outcomes。Review of Educational Research，53，519-569。  new window
12.Maykut, P.,、Morehouse, R.(1994)。Designing Qualitative Research: An Overview。  new window
13.Pressley, M.,、Ghatala, E. S.(1990)。Self-regulated learning: Monitoring learning from text。Educational Psychologist，25，19-33。  new window
14.Ryan, F.,、Wheeler, R.(1977)。The effects of cooperative and Competitive background experience of students on the play of a stimulation game。Journal of Educational Research，70，295-299。  new window
15.Slavin, R. E.,、Karweit, N. L.(1984)。Mastery learning and student teams: A factorial experiment in urban general mathematics class。American Educational Research Journal，21，725-736。  new window
16.Mevarech, Z. R.(1991)。Learning mathematics n different mastery environments。Journal of Educational Research，84(4)，225-231。  new window
研究報告
1.Nicholls, J. D.、Miller, R. B.(1993)。Cooperative learning and student motivation。  new window
2.Slavin, R. E.(1983)。Effects of Cooperative Learning on Mainstreamed Academically Handicapped Children。  new window
3.Slavin, Robert E., et al.(1983)。Team-Assisted Individualization: A Cooperative Learning Solution for Adaptive Instruction in Mathematics。  new window
4.Slavin, R. E.,、Karweit, N. L.(1984)。Mathematics Achievement Effects of Three Levels of Individualization: Whole Class, Ability Grouped, and Individualized Instruction。  new window
5.Slavin, R. E. Madden, N. A.、Leavey, M.(1983)。Combining Student Teams and Individualized Instruction in Mathematics: An Extended Evaluation。  new window
學位論文
1.張獻明(2002)。國一數學科小組合作學習之行動研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
2.陳世澎(1994)。合作學習對國小學生數學科學習影響之實驗研究(碩士論文)。國立台南師範學院。  延伸查詢new window
3.方靜丘(2003)。國中數學教師試行合作學習教學法之行動研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
4.姚如芬(1993)。高雄地區高中一年級學生數學學習態度與其數學學習成就之相關研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
5.高石城(1999)。數學新課程對學生數學解題能力與數學態度影響之研究(碩士論文)。臺南師範學院。  延伸查詢new window
6.許桂英(2004)。合作學習應用於國小三年級數學領域學習成效之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
7.丁惠琪(2000)。合作學習應用在國小數學教學之探究(碩士論文)。國立台北師範學院。  延伸查詢new window
圖書
1.Slavin, Robert E.(1985)。Team-assisted individualization: Combining cooperative learning and individualized instruction in mathematics。Learning to Cooperate, Cooperating to Learn。New York。  new window
2.教育部(2003)。國民中學九年一貫課程綱要--數學學習領域。臺北市：教育部。  延伸查詢new window
3.Johnson, D. W.、Johnson, R. T.(1994)。Learning Together and Alone: cooperative and competitive and individualistic learning。Englewood Cliffs, NJ：Prentice Hall。  new window
4.鍾聖校(1990)。認知心理學。台北：心理。  延伸查詢new window
5.Slavin, Robert E.(1995)。Cooperative Learning: Theory, Research, and Practice。Allyn and Bacon, Inc.。  new window
6.Denzin, Norman K.、Lincoln, Yvonna S.(1994)。Handbook of Qualitative Research。Sage。  new window
7.南一書店(2004)。國民小學數學學習領域教師手冊，第11 冊。台南。  延伸查詢new window
8.黃政傑主編(1996)。數理科學教學法。台北。  延伸查詢new window
9.鄭毓信、梁貫成編著(1998)。認知科學建構主義與數學教育-數學學習心理學的現代研究。上海。  延伸查詢new window
10.譚寧君(1996)。解題導向的數學教育。數學科教材教法。  延伸查詢new window
11.Lincoln, Y.S, ,、Guba, E. G(1985)。Natural Inquiry。Beverly Hills, CA。  new window
12.Slavin, Robert E., et al.(1982)。Effects of cooperative learning and individualized instruction on the social acceptance, achievement, and behavior of mainstreamed students。Baltimore, MD。  new window
13.William, Y. L.(1998)。Teaching Self-MonItoring Skilling in Statistics。Self-Regulated Learning From Teaching to Self-Reflective Practic。  new window
 
 
 
 
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