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題名：文字的及文字附加圖構輔助的教材影響國民小學高低能力學生學習效果之研究
書刊名：輔導學報
作者：李咏吟
出版日期：1982
卷期：5
頁次：頁79-115
主題關鍵詞：高低能力；國民小學；教材；學生；學習效果
原始連結：連回原系統網址new window
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  • 點閱點閱:24
性向醫措施互動模式 (ATI) 是一種在班級教學的情境下，較為可能施行的適應性教學策略(Adaptive instructional strategy)，其基本的實施辦法是將學生依不同的性向或能力加以分組，而使各組的學生在不同的教學措施下學習，則學習表現成績將優於對一班學生提供單一的教學措施。本研究選擇學習者學科的綜合起點能力，將班級中的學生依其上學期的學科成績分為高能力組及低能力組，並假設對高能力僅提供文字的教材設計，對低能力組提供文字的並附加圖構的輔助教材設計，將是一種有效的性向一措施互動模式設計。以國小六年級學生221人為受試者，並以學習數學科的集合概念為實驗工具，實驗時使高/低能力組內各有半數學生接受文字的教材設計，另半數學生接受文字的並附加圖構的教材設計，各組均以t考驗比較此兩種教材設計，發現兩種不同的教材設計形式對高能力組學生在其學習表現上的差異並未達顯著水準 (P>.05) ，而對低能力組學生提供文字的並附加圖構的輔助教材設計，將比僅提供文字的教材設計為佳 (P<.05 )。不加分組時，在練習測驗作答的時間上，接受到圖構輔助教材的學生比僅接受到文字者反應較快。本研究的發現僅部分支持性向一措施互動模式，因此雖建議在台灣研究個別化適應性教學策略時，應以細策略 (完全各別化) 為主，但在現階段亦應多研究性向一措施互動模式以作為細策略研究的基礎與參考。
Aptitude-Treatment-Interaction Model is an accessible adaptive instructional strategy that can be designed in a traditional classroom teaching. It's basic design procedure is, first, classifying students in groups according to their aptitude or ability, then providing each group with a pre-designed treatment. It is assumed that the learning effectiveness will be hightened by using ATI design strategy than that of unitary traditional teaching method. This study selected subject qeneral entry ability to classify students into high and low ability groups, and it was hypothesized that high ability students would perform better under verbal only material design, and low ability students would perform better under verbal with imagery adjunct material design. The subjects were 221 6th grade elementary students in learning of Math set concepts. Half of high ability subjects were assigned to verbal only treatment and the other half of high ability subjects were assigned to verbal with imagery adjunct treatment. Same arrangement was executed to low ability subjects. Using t-test to compare the effects of the two treatments in each ability group, no significant differences were found between the two treatments for high ability subjects, but significant difference results ( P<.05 ) were found for low ability subjects. The verbal with imagery adjunct material design strategy was superior than verbal only design strategy for low ability subjects. When mixing up the high and low ability groups, it was found that subjects who received imagey adjuncts would response faster on answering training materials. This study is only partially supportive to ATI model although recent trend on the study of adaptive individualized strategy is emphasizing on micro-adaptive design, macro-adaptive strategy (ATI) researches should not be given up because it can serve as pre-instructional design strategy for micro-adaptive instructional systems.
期刊論文
1.Paivio, A.(1969)。Mental imagery in associative learning and memory。Psychological Review，76，241-263。  new window
2.Underwood, B. J.(1969)。Attributes of memory。Psychological Review，76，559-573。  new window
3.Gagne, R. M.、White, R. T.(1978)。Memory structures and learning outcomes。Review of Educational Research，48，187-222。  new window
4.Samuels, S. J.(1967)。Attentional process in reading: The effect of pictures on the acquisition of reading responses。Journal of Educational Psychology，58(6)，337-342。  new window
5.Das, J. P.(1973)。Structure of cognitive abilities: Evidence for simultaneous and successive processing。Journal of Educational Psychology，65，103-108。  new window
6.Hebb, D.(1968)。Concerning imagery。Psychological Review，75(6)，466-477。  new window
7.Berlinger, D. C.、Cahen, L. S.(1973)。Trait-treatment-interaction and learning。Review of Research in Education，1，58-94。  new window
8.Guttmann, J.、Levin, J. R.、Pressley, M.(1977)。Pictures, partial pictures, and young children oral prose learning。Journal of Educational Psychology，69，473-480。  new window
9.Kalm, G.、Lewis, J.、Qmera, I.、Cook, H.(1974)。The effectiveness of textbook, student-generated, and pictorial versions of presenting mathematical problems in ninth-grade algebra。Journal for Research in Mathematics Education，5，28-35。  new window
10.Levin, J. R.、Divine-Hawkins, P. P.、Kerst, S.、Guttmann, J.(1974)。Individual differences in learning from pictures and words: The development and application of an instrument。Journal of Educational Psychology，66，296-303。  new window
11.Levin, J. R.、Rohwer, W. D. Jr.、Cleary, T. A.(1971)。A individual differences in the learning of verbally and pictorially presented pair associates。American Educational Research Journal，8，11-26。  new window
12.Pressley, M.(1977)。Imagery and Childrens' learning, putting the picture in development perspective。Review of Educational Research，47，585-622。  new window
13.Rasco, R. W.、Tennyson, R. D.、Boutwell, R. C.(1975)。Imagery instruction and drawing in learning prose。Journal of Educational Psychology，67，188-192。  new window
14.Samuels, S. J.(1971)。Is a picture worth than a thousand words?。Reading Newsreport，5，19-22。  new window
15.Shepard, R. N.(1966)。Learning and recall as organization and research。Journal of Verbal Learning and Verbal Behavior，5，201-204。  new window
16.Tallmadge, G. K.、Shearer, J. W.(1971)。Interactive relationships among learner characteristics types of learning, instructional method, and subject matter variables。Journal of Educational Psychology，62，31-38。  new window
17.Tobias, S.(1969)。The effect of creativity, response mode, and subject matter familiarity on achievement from programmed instruction。Journal of Educational Psychology，60，453-460。  new window
18.Nelson, D. L.、Reed, V. S.、Walling, J. R.(1976)。Pictorial Superiority Effect。Journal of Experimental Psychology: Human Learning and Memory，2(5)，523-528。  new window
會議論文
1.Hunt, D. E.、Hardt, R. H.(1967)。The role of conceptual level and program structure in Summer Upward Bound programs。The meeting of the Eastern Psychological Association，(會議日期: April, 1967)。Boston。  new window
2.Perterson, J. C.、Hancock, R. K.(1974)。Developing mathematical materials for aptitude-treatment interaction。American Educational Research Association Annual Meeting。  new window
研究報告
1.Stallings, J. A.、Keepes, B. O.(1970)。Student aptitude and method of teaching beginning reading: A predictive instrument for determining interaction patterns。  new window
學位論文
1.Kuhlman, C. K.(1960)。Visual imagery in children(博士論文)。Radcliffe College。  new window
2.李咏吟(1980)。學習過程中調整圖構輔助教材以促進學習文字教材的教學策略之研究(博士論文)。明尼蘇達大學。  延伸查詢new window
圖書
1.Bruner, Jerome S.、Oliver, R. R.、Greenfield, P. M.(1966)。Studies in cognitive growth。New York：John Wiley & Sons。  new window
2.Gagne, Robert M.(1970)。The conditions of learning。New York, NY：Holt, Rinehart & Winston。  new window
3.Piaget, J.、Inhelder, B.(1971)。Mental imagery in the child。New York：Basic Books。  new window
4.劉英茂(1979)。認知與記憶。台北市：大洋出版社。  延伸查詢new window
5.Cronbach, L. J.、Snow, R. E.(1977)。Aptitudes and instructional methods: A handbook for research in interactions。New York：Irvington Publishers。  new window
6.Atkinson, J. W.、Feather, N. T.(1966)。A theory of achievement motivation。John Wiley and Sons。  new window
7.Dowaliby, F. J.(1971)。Teacher-centered vs. student-centered mode of college classroom instruction as related to individual differences。University of Massachusetts。  new window
8.Atkinson, John William(1964)。An Introduction to Motivation。Van Nostrand。  new window
9.James, William(1890)。The principles of psychology。Henry Holt & Company。  new window
10.Newell, A. J.、Simon, H. A.(1972)。Human problem solving。Prentice-Hall。  new window
11.Inhelder, B.、Piaget, J.(1958)。The Growth of Logical Thinking from Children to Adolescence。New York, NY：Basic Book。  new window
單篇論文
1.Rohwer, W. D.，Matz, R. D.。Improving aural comprehension in white and in black children: Pictures versus print，University of California, Berkeley。  new window
2.Eastman, P. M.(1972)。The interaction of spatial visualization and general reasoning abilities with instructional treatment in quadratic inequalities: A follow-up study，University of Texas。(UM 73-7)。  new window
3.Gagne, R. M.，Gropper, G. L.(1965)。Individual differences in learning from visual and verbal presentations，Pittsburgh, PA.：American Institutes for Research。(ED 010377)。  new window
4.Kropp, R. P.，Nelson, W. H.，King, F. J.(1967)。Identification and definition of subject-matter content variables related to human aptitudes，Florida State University。(ED 010627, 010628)。  new window
其他
1.Cronbach, L. J.，Snow, R. E.(1969)。Individual differences in learning ability as a function of instructional variables，School of Education, Stanford university。  new window
2.Divesta, F. J.，Sanders, N. M.，Schultz, C. B.，Weener, P. D.(1971)。Instructional strategies: Multivariable studies of psychological processes related to instruction，Pennsylvania State University。(ED 055448)。  new window
圖書論文
1.Cronbach, L. J.(1967)。How can instruction be adapted to individual differences?。Learning and individual differences。Columbus, OH：C. E. Merrill。  new window
2.Spielberger, C. D.(1972)。Anxiety as an emotional state。Anxiety: Current trends in theory and research。New York, NY：Academic Press。  new window
3.Levin, J. R.(1976)。What have we learned about maximizing what children learn?。Cognitive learning in children: Theories and strategies。New York：Academic Press。  new window
4.Bugelski, B. R.(1971)。The definition of the image。Imagery current cognitive approach。New York：Academic Press。  new window
5.Cahen, L.(1969)。Aptitude-treatment interaction: Some conceptual and methodological considerations。Research Bulletin。Educational Testing Service。  new window
6.Gagne, R. M.(1960)。Ability differences in the learning of concepts governing directed numbers。Research problems in mathematics education。Washington, D. C.：Government Print office。  new window
 
 
 
 
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