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題名:運用互動電子白板與小組合作學習策略輔助國小四年級語文領域摘寫課文大意之研究
作者:黃郁婷
作者(外文):Huang, Yu-Ting
校院名稱:國立嘉義大學
系所名稱:國民教育研究所
指導教授:鐘樹椽
學位類別:博士
出版日期:2009
主題關鍵詞:互動電子白板小組合作學習摘寫大意Interactive WhiteBoardcooperative learningsummary
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(1) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:146
本研究的目的希冀運用互動電子白板所建構的數位化教學與學習的環境,並結合小組合作學習之優勢,以改進目前講授大意教學的模式,提升學生的參與感與專注力,使其對學習大意的態度改變,進而增進學生之摘寫大意能力。而本研究採準實驗研究法之不等組前後測設計,以國小四年級四個班級的學生為研究對象,四個班級均接受不同教學方式,分別為互動電子白板與小組合作學習組、互動電子白板組、小組合作學習組以及一般教學組。研究分析以SPSS軟體進行共變數分析,以驗證相關研究假設;此外,也透過教室觀察及文件記錄來蒐集資料,並訪談教師與學生,以便對研究成效加以補充、解釋與檢證。本研究結果發現:
一、不同教學方式與不同語文能力的學生在「摘寫課文大意能力」和「摘寫課文大意學習態度」兩部分的表現上均有顯著差異。互動電子白板與小組合作學習組的學生優於小組合作學習組、互動電子白板組及一般教學組。而高能力學生優於中、低能力學生;中能力學生表現亦優於低能力學生。
二、教師與學生均認為互動電子白板與小組合作學習策略輔助摘寫課文大意可以幫助學生集中注意力、有效提升參與度和增進教學和學習效率。
最後,綜合以上研究結果,提出建議供教師實務教學以及未來研究者參考。
Reports both abroad and within the country show that students find it difficult to summarize articles. The use of educational technology in improving the ability of student’s to create summaries is thus a critical issue. A high tech product, such as an electric whiteboard, has the potential to revolutionize the application of digital instruction and become an indispensible teaching tool. The researcher attempts to create a platform of learning by utilizing the electric whiteboard and combining it with a team cooperative learning strategy. It is the objective of this researcher to transform the traditional method of lecturing into a more modern and effective approach through the use of digital technology. The main objective is to motivate the students and get them more involved with the reading material and the creation of summaries. The methodology of this study is mainly based upon the nonequivalent pretest-posttest of the quasi-experimental design. The subjects of this study are four classes of fourth grade students.
Tools for research include “summary evaluation scale” and “summary learning attitude scale”. The data collected is analyzed with the ANOCVA analysis through the SPSS program. This analysis determines whether a significance of correlation exists or not. An interview was conducted afterwards to supplement and interpret the statistical outcome. Additionally, classroom observations, questionnaires, and documentation were used to undergo relevant analysis and verification.
The conclusions of the experiment are as follows:
1.Group one (Interactive WhiteBoard and cooperative learning) Advanced learning students and scored the highest out of all the groups in “summary evaluation scale” and “summary learning attitude scale”
2.Teachers and students believe that Interactive WhiteBoard and cooperative learning strategy greatly improved the student’s concentration, efficiency, and effectiveness.
Finally, the researcher explains how Interactive WhiteBoard and cooperative learning strategy can be integrated into language arts instruction lessons at the elementary school level. These ideas can be referenced by both instructors and researchers.
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