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題名:探究台灣大專學生在合作學習裡的互動類型、閱讀理解、及讀者回應
作者:賈慧文
作者(外文):Hui-uen Chia
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:沈添鉦
學位類別:博士
出版日期:2008
主題關鍵詞:合作學習互動類型閱讀理解讀者回應cooperative learninginteraction patternsreading comprehensionreader responses
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雖然在過去數十年間,有關合作學習的研究已確定其教學成效。但有關合作學習有效的原因,即學生在小組學習中談些什麼,及如何互動卻少有探討。此研究的目的即在探究台灣大專學生在合作閱讀的課程及活動中的互動類型、閱讀理解及對合作學習的看法。研究對象包括兩組、八位學生。研究資料包含學生在小組學習活動中的錄音談話資料、課堂上的表現及訪談。學生的言談顯示出12種的互動類型,且分別和「任務進行」、「意義建構」、及「社會互動」歷程有關。此發現顯示出學生在小組學習中是積極且良好的溝通者,因為他們採取了多種的策略及互動類型去幫助彼此的閱讀理解、分享自己的讀者回應、及加強小組間的凝聚力。研究結果也發現,學生的互動類型主要是受任務型態,而非讀本性質所影響。另除了小組學習外,老師的適時介入小組討論及教學也會加強學生的思考及閱讀理解。最後訪談結果顯示出同學皆喜愛合作學習法,且認為它對英語學習及動機、思考能力、及社會技巧有幫助。而他們對合作學習的認知及看法並沒有影響他們在小組學習中的參與程度。事實上,他們在討論中所表達的參與程度主要是因其個性所影響。
最後,此研究根據研究結果也提出若干的建議。
Although research over the years has demonstrated the efficacy of cooperative learning, the issue of how and about what students interact with one another in group work is less well understood. This study set out to explore EFL students’ interaction patterns, reading comprehension and reader responses in their cooperative reading learning activities, and their perceptions of cooperative learning. Participants included two focal groups with eight students. Data were collected chiefly by recording students’ utterances during group work, observing their performance in class and conducting interviews. Students’ utterances showed that they demonstrated 12 types of interaction patterns, which were related to three kinds of processes: (1) task processes, (2) meaning making processes, and (3) social processes in group work. The findings indicated that students were active communicators, in that they used a variety of strategies and interaction patterns to help each other’s reading comprehension, share their thoughts, and increase group cohesiveness during group work. The results also showed that students’ interactions were affected by task types rather than text genres. In addition, the findings showed that besides small-group discussion, teacher intervention could facilitate the students’ thinking and reading comprehension. Finally, the interview results indicated that the participants preferred CL and perceived that it increased their English learning and motivation, and facilitated the development of thinking abilities and social skills. However, their perceptions of CL did not affect their participation in group work. The number of utterances they produced in discussion was mainly influenced by the participants’ personalities.
On the basis of these findings, several pedagogical implications are raised, along with suggestions for further related research.
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