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題名：運用同儕師徒制促進國中學生國文學習成就與學習適應之行動研究
書刊名：教育研究論壇
作者：王琬淳
作者(外文)：Wang, Wan-chun
出版日期：2013
卷期：4:2
頁次：頁159-182
主題關鍵詞：同儕師徒制；國中國文；國文教學；國文學習成就；國文學習適應；Peer mentoring；Chinese for junior high school students；Chinese teaching；Learning achievement in Chinese；Learning adaptation in Chinese
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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本研究旨在探討同儕師徒制的方案規劃要素為何，方案實施情形為何，及其對參與者之國文學習成就與國文學習適應之改變為何。以研究者導師班自願參與方案之學生為研究對象，進行為期十二週，兩個循環階段之同儕師徒制行動方案，透過質性為主量化為輔的資料蒐集，同時於過程中與研究諍友、專家對話，從中不斷省思，以忠實呈現方案實施情形與成效評估。本研究結論如下：（一）同儕師徒制為一方便實務工作者使用之輔助教學策略（二）同儕師徒制營造一自然環境促使學生主動改善學習（三）同儕師徒制為能有效提升國文學習成就之輔助教學策略（四）同儕師徒制為能改善學習適應之輔助教學策略（五）同儕師徒制方案有助師傅生社會性心理功能的改變（六）同儕師徒制有助教師發現學生個別學習問題（七）同儕師徒制能輔助講述法於常態編班教學的不足最後，根據研究結論與發現，對欲實施同儕師徒制的現場教師，及未來欲從事同儕師徒制相關研究人員提出實務與研究建議。
The purpose of this study was to explore factors that should be considered in planning a peer mentoring project, how this project was implemented, and the changes in the participants' learning achievement and learning adaptation. The participants were selected from the researcher's class students who volunteered to take part in this project. They were involved in a two-phase peer mentoring project over 12 weeks. During this period of time, qualitative data were collected via observation, interview and document analysis. Besides, quantitative data, including scores on regular tests and ”Learning Adaptation Scale-Revised Edition” before and after the project were analyzed using nonparametric dependent-sample Wilcoxon Sign-Rank Test. Moreover, the researcher also reflected on this project through frequent discussions with friends and experts and performed triangulation of data from various sources to have an more in-depth and comprehensive evaluation of the effectiveness of this project.The main conclusions of this study were as follows:(1) Peer mentoring is an auxiliary teaching strategy convenient for use by practitioners.(2) Peer mentoring creates a natural environment that can motivate students to improve their learning.(3) Peer mentoring is an auxiliary teaching strategy that can effectively improve students' learning achievement in Chinese.(4) Peer mentoring is an auxiliary teaching strategy that can improve students' learning adaptation.(5) Peer mentoring can induce changes in socio-psychological functions in mentors.(6) Peer mentoring helps teachers identify learning problems in individual students.(7) Peer mentoring can support didactic instruction in normal grouping classes. Finally, based on research findings and conclusions, this study also provided some suggestions to teachers planning to use peer mentoring and researchers of peer mentoring respectively.
期刊論文
1.Duran, D.(2010)。Cooperative interactions in peer tutoring: Patterns and sequences in paired writing。Middle Grades Research Journal，5(1)，47-60。  new window
2.Coenen, M. D.(2002)。Using gifted students as peer tutors。Gifted Child Todayt，25(1)，48-58。  new window
3.Ding, N.、Harskamp, E. G.(2011)。Collaboration and Peer Tutoring in Chemistry Laboratory Education。International Journal o f Science Education，33(6)，839-863。  new window
4.Dufrene, B. A.、Reisener, C. D.、Olmi, D. J.、Zoder-Martell, K.、McNutt, M. R.、Horn, D. R.(2010)。Peer Tutoring for Reading Fluency as a Feasible and Effective Alternative in Response to Intervention Systems。Journal o f Behavioral Education，19(3)，239-256。  new window
5.Grubbs, N.(2009)。The Effects of the Peer Tutoring Program: An Action Research Study of the Effectiveness of the Peer Tutoring Program at One Suburban Middle School。Georgia School Counselors Association Journal，16(1)，21-31。  new window
6.Galbraith, J.、Winterbottom, M.(2011)。Peer-Tutoring: What's in It for the Tutor?。Educational Studies，37(3)，321-332。  new window
7.Maheady, L.、Gard, J.(2010)。Classwide Peer Tutoring: Practice, Theory, Research, and Personal Narrative。Intervention in School and Clinic，46(2)，71-78。  new window
8.Menesses, K. F.、Gresham, R. M.(2009)。Relative Efficacy of Reciprocal and Nonreciprocal Peer Tutoring for Students At-Risk for Academic Failure。School Psychology Quarterly，24(4)，266-275。  new window
9.Miller, D.、Topping, K.、Thurston, A.(2010)。Tutoring in Reading: The Effects of Role and Organization on Two Dimensions of Self-Esteem。British Journal of Educational Psychology，80(3)，417-433。  new window
10.Parkinson, M.(2009)。The Effect of Peer Assisted Learning Support (PALS) on Performance in Mathematics and Chemistry。Innovations in Education and Teaching International，46(4)，381-392。  new window
11.Topping, K.、Miller, D.、Thurston, A.、McGavock, K.、Conlin, N.(2011)。Peer Tutoring in Reading in Scotland: Thinking Big。Literacy，45(1)，3-9。  new window
12.Tsuei, M. P.(2012)。Using Synchronous Peer Tutoring System to Promote Elementary Students' Learning in Mathematics。Computers & Education，58(4)，1171-1182。  new window
13.Van, K. H.、Vanderlinde, R.(2010)。The Impact of Cross-Age Peer Tutoring on Third and Sixth Graders' Reading Strategy Awareness, Reading Strategy Use, and Reading Comprehension。Middle Grades Research Journal，5(1)，33-45。  new window
14.于富雲(20010100)。從理論基礎探究合作學習的教學效益。教育資料與研究，38，22-28。new window  延伸查詢new window
15.陳嘉彌(20040600)。青少年學習應用同儕師徒制可行性之探析。教育研究資訊，12(3)，3-22。new window  延伸查詢new window
16.Wittrock, M. C.(1978)。The cognitive movement in instruction。Educational Psychologist，13(1)，15-29。  new window
17.韋金龍、陳玉美(19940200)。突破國中常態編班教學困境之途徑：合作學習。教育研究月刊，35，59-66。new window  延伸查詢new window
學位論文
1.李元鴻(2008)。同儕教導策略在資訊融入原住民族語教學之研究(碩士論文)。國立嘉義大學。  延伸查詢new window
2.黃蕾琇(2011)。運用同儕協助學習策略於國小四年級社會領域教學之研究(碩士論文)。國立臺中教育大學。  延伸查詢new window
3.龔愛琳(2011)。全班性同儕指導策略對台灣國中生英語閱讀能力之效益研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.劉秋芬　(2010)。運用同儕小組策略於國中數學概念學習成效之研究--以資訊融入三角形「外心、內心與重心」為例(碩士論文)。國立臺南大學。  延伸查詢new window
5.羅俊男(2005)。國小中年級自然與生活科技領域實施小組式同儕教學之研究(碩士論文)。國立臺南大學。  延伸查詢new window
6.林欣曉(2010)。同儕學習輔導運用於國中英語教學之行動研究(碩士論文)。國立臺中教育大學，台中。  延伸查詢new window
7.高維序(2006)。同年級跨班級同儕師徒輔助教學策略之探究(碩士論文)。國立臺東大學。  延伸查詢new window
8.張中原(2006)。國小社團運用「同儕師徒制」方案之行動研究--以舞獅社為例(碩士論文)。國立臺東大學。  延伸查詢new window
9.曹美惠(2008)。國中國文科實施合作學習之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
10.陳建志(2011)。同儕師徒制對國一學生數學學習成效之影響(碩士論文)。高雄師範大學。  延伸查詢new window
11.黃玉惠(2010)。國小樂團運用同儕師徒制配對策略之行動研究(碩士論文)。國立臺南大學。  延伸查詢new window
12.黃隆正(2004)。國文教學藝術技巧研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
13.楊淨閔(2012)。同儕師徒制融入國小直笛社團組訓運作之行動研究(碩士論文)。國立屏東教育大學。  延伸查詢new window
14.蔡文仁(2011)。結合同儕指導策略的電腦化概念構圖學習模式(碩士論文)。國立臺南大學。  延伸查詢new window
15.蔡逸梅(2009)。國小級任教師實施英語科同儕補救教學之行動研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
16.賈惠文(2004)。同儕個別教學對國小英語低成就學生字母拼讀學習成就及學習態度影響之研究(碩士論文)。國立台北師範學院。  延伸查詢new window
17.劉瑜茜(2010)。應用同儕教導策略於國小六年級數學學習成效之行動研究(碩士論文)。國立臺中教育大學。  延伸查詢new window
18.黃善美(2004)。同儕師徒制輔助教學策略之個案研究(碩士論文)。國立臺東大學。  延伸查詢new window
19.呂敏慧(2007)。運用同儕協助學習策略於國小三年級學童閱讀理解能力之研究--以兒童班級讀書會為例(碩士論文)。臺北市立教育大學。  延伸查詢new window
圖書
1.王明通(1997)。中學國文教學法研究。臺北：五南圖書出版有限公司。  延伸查詢new window
2.李金城(1991)。中學國文教學的藝術。高雄：復文。  延伸查詢new window
3.陳嘉彌(2005)。國小跨年級同儕師徒制教學策略之研究。台北市：揚智出版社。new window  延伸查詢new window
4.鄭麗玉(1993)。認知心理學：理論與應用。臺北：五南圖書。  延伸查詢new window
5.王克先(1987)。學習心理學。臺北：桂冠圖書公司。  延伸查詢new window
6.Lefrançois, Guy R.、李茂興(1998)。教學心理學。弘智。  延伸查詢new window
7.鍾聖校(1990)。認知心理學。台北：心理。  延伸查詢new window
 
 
 
 
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