:::

詳目顯示

回上一頁
題名:獎勵結構對國小不同社經地位背景學童英語合作學習成就影響之研究
作者:黃瓊瑤
作者(外文):Chiung-Yao Huang
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:鐘樹椽博士
李茂能博士
學位類別:博士
出版日期:2013
主題關鍵詞:英語合作學習獎勵結構社經地位學習互動學習動機學習成就English cooperative learningreward structuresocioeconomic statuslearning interactionlearning motivationlearning achievement
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(0) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:243
本研究之目的在探討英語分組合作學習中,實施不同的獎勵結構對國小不同社經地位背景學童學習成就之影響。
研究者使用準實驗研究法,以台灣省中部某縣市一所位於市中心的國小二年級四個班級的學生為樣本,隨機分派1班為控制組(實施合作學習無獎勵制度),另外3班為實驗組(分別實施合作學習團體獎勵、合作學習個別獎勵及合作學習競爭獎勵制度)。本教學實驗之研究對象共計112名,研究期間為15週。
本研究使用自編的「小組互動行為自評表」、「班級氣氛量表」、「學習動機量表」、「背誦課文對話測驗」、「認單字及認句子測驗」與「紙筆測驗」等研究工具進行資料的蒐集。接著將四組受試者在上述這六項研究工具上所得之資料以「共變數分析(ANCOVA)」進行考驗,以檢驗受試者在教學實驗前後的改變情形。
研究結果如下:
1. 實驗組的英語學習成就顯著優於控制組,但合作獎勵、個別獎勵與競爭獎勵三組之間則無顯著差異。
2. 不同社經地位背景學生在英語學習成就上有顯著差異,其中高社經地位背景學生的英語學習成就顯著優於低社經地位背景學生。
3. 在學生的互動行為方面,不同獎勵結構學生在專注行為上有顯著差異,其中競爭獎勵組的專注行為顯著優於其他組別。
4. 在學生的互動行為方面,不同社經地位背景學生在專注行為上有顯著差異,其中高社經地位背景組的專注行為顯著優於低社經地位背景組。
5. 班級氣氛不受獎勵結構因素影響,但受社經地位背景因素影響。
6. 學習動機不受獎勵結構因素影響,但受社經地位背景因素影響。
關鍵字:英語合作學習、獎勵結構、社經地位、學習互動、學習動機、學習成就
The purpose of this study was to investigate the effects of the reward structure on different socioeconomic status (SES) students’ learning achievement in English cooperative learning.
The quasi-experimental method was used and four classes of second graders were selected from a downtown elementary school located in the middle part of Taiwan. They were randomly assembled into a control group and three experimental groups, i.e., the control group was the original cooperative group, whereas the experimental groups are operated in three different categories, including cooperative reward group, individualistic reward group, and competitive reward group. The research targets were constituted of 112 students and the total teaching period was lasted for 15 weeks.
This study used self-designed questionnaires such as “Group Interactive Behavior Questionnaire”, “Classroom Climate Questionnaire”, and “Learning Motivation Questionnaire” for collecting the data. Besides, to understand the participants’ English learning achievement, the study used “Reciting Text Test”, “Vocabulary and Sentence Recognition Test”, and “Paper &; Pencil Test” during the experimental period. The data of six instruments concerned with group interactive behavior, classroom climate, learning motivation, and English learning achievement were analyzed using statistics such as analysis of covariance (ANCOVA) to examine students’ results of pretest and posttest.
The findings were as follows:
1. The experimental groups performed better in English learning achievement than the control group, but there were no significant differences in the cooperative reward group, the individualistic reward group, and the competitive reward group.
2. High-status students performed better in English learning achievement than low-status students.
3. The competitive reward group performed better in the on-task behavior than the other groups.
4. High-status students performed better in the on-task behavior than low-status students.
5. In the classroom climate, there were no significant differences in three experimental groups and the control group, but there were significant differences in different SES students.
6. In learning motivation, there were no significant differences in three experimental groups and the control group, but there were significant differences in different SES students.
Keywords: English cooperative learning, reward structure, socioeconomic status, learning interaction, learning motivation, learning achievement
參考文獻
中文部分
丁志權(2004)。弱勢學生教育經費編列的現況與展望。台灣教育,626,2-9。
王文科(1991)。教育心理學。台北:五南。
王文科(2002)。教育研究法(增訂七版)。台北:五南。new window
王保進(2002)。視窗板SPSS與行為科學研究。台北:心理。
王如哲、魯先華、劉秀曦、林怡君、郭姿蘭(2011)。我國教育公平指標之建構。new window
教育政策論壇,14(4),1~33。
王克先(1995)。學習心理學。台北:桂冠。
王淑儀(2007)。為甚麼英語老是學不好?―談影響外語學習成果的因素。
敦煌英語教學電子雜誌(Caves English Teaching)。2007/09/10。摘自網路資源:
http://www.cavesbooks.com.tw/e_magazine/e_magazine_article.aspx?sn=242&;language1=0
王慧豐(2009)。國小高年級不同背景學童抗逆能力、因應策略與其學習適應表現關係
之研究。國立嘉義大學國民教育研究所博士論文,未出版,嘉義縣。
王瑩琪(2009)。合作學習對國小學童英語學習成效之研究-以一所偏遠小學六年級學生為例。
國立東華大學教育研究所碩士論文,未出版,台東縣。
行政院青輔會 (2005)。青少年政策白皮書綱領。台北:行政院青輔會編印。
何琦瑜、吳毓珍(2007)。教出英語力。台北:天下雜誌。
余龍豪(2003)。國小五年級學童英語學習動機之探討-以高雄市和台東縣國小學童為例。
台東師範學院教育研究所碩士論文(未出版)。
吳俊憲、黃政傑(2006)。合作學習的發展與前瞻。載於黃政傑、吳俊憲主編,
合作學習:發展與實踐(頁1~55)。台北:五南。
呂麗珠(2002)。國小級任教師領導風格與學生班級氣氛之研究。國立新竹師範學院
國民教育研究所課程與教學碩士班碩士論文,未出版,新竹。
宋曜廷、邱佳民、張恬熒、曾芬蘭(2011)。以國中基本學力測驗成績探討學習成就new window
落差。教育政策論壇,14(1),85~117。
巫有鎰(1999)。影響國小學生學業成就的因果機制-以台北市和台東縣作比較。教育new window
研究集刊,43,213-242。
巫有鎰、黃毅志(2009)。山地原住民的成績比平地原住民差嗎?可能影響台東縣原
住民各族與漢人國小學生學業成績差異的因素機制。台灣教育社會學研究,
9(1),41-89。
李吟詠、單文經(1997)。教學原理。台北:遠流。
李宗謙(2006)。合作學習對國小學生英語學習動機、自我效能及口語表現之探究。
國立彰化師範大學英語研究所碩士論文,未出版,彰化縣。
李茂能(2010)。虛無假設顯著性考驗的演進、議題與迷思。測驗統計年刊第18輯,new window
1-22。
周中天(1993)。外語學習中的動機因素。人文及社會學科教學通訊,4(4),15-25。
周中天、徐加玲(1989)。兒童提前學英語其日後英語能力影響之研究。國科會
專題研究計畫報告,編號NSC78-0301-H003-11。
周立勳(1994)。國小班級分組合作學習之研究。國立政治大學教育研究所博士論文,new window
未出版,台北市。
周立勳(1995)。小組獎勵對國小兒童分組學習表現的影響。嘉義師院學報,9,
175-222。
周志雄(2009)。增進弱勢學生學習成效。載於國立台灣大學師資培育中心主編,
2009增進弱勢學生學習成效研討會論文集。(頁39-52)。台北:國立台灣大學。
周淑卿(2002)。課程政策與教育革新。台北:師大書苑。new window
林生傳(1996)。教育社會學。高雄:復文。
林生傳(2000)。教育社會學。高雄:復文。
林明地(2006)。 Nel Noddings關懷倫理學及其在學校領導的應用。教育政策論壇 ,new window
9(2),101-130。
林秋嬋(2009)。增進弱勢學生學習成效-以苗栗縣頭屋國民中學95至97年的運用策
略與具體成效為例說明。載於國立台灣大學師資培育中心主編,2009增進弱勢
學生學習成效研討會論文集。(頁53-64)。
林珮璇(2000)。合作學習。載於洪志成主編,教學原理(頁241-258)。高雄:麗文。
林淑媛(2009)。伴我成長-協助弱勢國中學生英語學習。載於國立台灣大學師資培育
中心主編,2009增進弱勢學生學習成效研討會論文集(頁79-116)。台北:國立
台灣大學。
林清山(1992)。心理與教育統計學。台北:東華。
林進材(2000)。教學理論與方法。台北:五南。
林繼盛(1982)。家庭與學校聯繫程度與兒童學業成就和生活適應之關係。教育心理new window
學報,15,127-138。
邱吉鶴、謝加娣(2011)。公務員工作態度傾向:X理論與Y理論之應用。中華管理
評論國際學報,第14卷第四期。摘自網路資源:
http://cmr.ba.ouhk.edu.hk/cmr/webjournal/v14n4/CMR320C11.pdf
邱皓政(2000)。量化研究與統計分析:SPSS中文視窗版資料分析範例解析。台北:
五南。
邱皓政(2006)。量化研究與統計分析:SPSS中文視窗版資料分析範例解析,第三版。
台北:五南。
孫清山、黃毅志(1996)。補習教育、文化資本與教育取得。台灣社會學刊,19,new window
95-139。
秦翠紅(2002)。合作學習對國小英語教學成效之研究。國立台北師範學院兒童英語
教育研究所碩士論文,未出版,台北市。
張玉芳(2002)。國小英語教學師資、教材選用及學童學習現況調查研究-以苗栗縣為new window
例。英語教學,26(4),19-37。
張玉茹(1997)。國民中學學生英語學習動機、英語學習策略與英語學習成就相關之研new window
究。國立高雄師範大學教育系研究所碩士論文,未出版,高雄。
張武昌(2005)。九年一貫課程英語教學挑戰與對策。台北:師大書苑。
張武昌(2006)。台灣的英語教育:現況與省思。教育資料與研究雙月刊,69,120-144。new window
張芳全(2008)。統計就是要這樣跑。台北:心理。
張芳全(2009)。家長教育程度與科學成就之關係:文化資本、補習時間與學習興趣為
中介的分析。測驗與評量,第5卷第四期,39-76。
張芳杰、黃自來(1990)。國中學生提前學英語對其在校成績及學習能力影響之研究。
載於黃自來(1993):英語教學拓新與深化,113-172。台北:文鶴。
張春興(1996)。教育心理學。台北:東華書局。
曹逢甫(2004)。利用閱讀教育突破在台灣教授英語的困境-語言規劃的觀點。英語教學,new window
28(3),1-15。
梁茂森(1998)。國中生學習自我效能量表之編製。教育學刊,14,155-192。new window
許月貴(2004)。協同行動研究的意義與價值:國小英語教師與大學教師之省思合作。new window
英語教學,29(1),53-87。
郭生玉(1973)。國中低成就學童心理特質之分析研究。師大教育研究所集刊,15,
451-533。
郭生玉(1999)。心理與教育測驗。台北:精華。
陳一菁(1999)。The Design of Oral Activities for Low-achievement EFL Students。English
Teaching &; Learning, 23(3), 81-106.
陳正昌(1994)。從教育機會均等觀點探討家庭、學校與國小學生學業成就的關係。new window
國立政治大學教育研究所博士論文。
陳妍臻(2012)。基隆市國中生英語焦慮、學習策略及英語學習成就關聯性之研究。
銘傳大學教育學研究所碩士論文。未出版,台北市。
陳怡華(2000)。國小學生家庭環境、閱讀動機與國語科學業成就之關係研究。
國立高學師範大學教育研究所碩士論文。
陳怡靖、鄭燿男(2000)。台灣地區教育階層化之變遷-檢證社會資本論、文化資本
論及財務資本論在台灣的適用性。國家科學委員會彙刊:人文及社會科學,
10(3),416-434。
陳奎憙(1988)。教師領導、班級氣氛與學習成就。載於教學原理,黃光雄主編
(頁371-391)。台北:師大書苑。
陳奎憙(1991)。教育社會學研究。台北:師大書苑。
陳奎憙(1998)。教育社會學。台北:三民。
陳秋麗(2005)。國中生英語學習動機、學習滿意度與學習成就之相關研究-以雲林
縣為例。國立雲林科技大學技術及職業教育研究所碩士論文,未出版,雲林縣。
陳秋蘭、廖美玲主編(1999)。嶄新而實用的英語教學。台北:敦煌。
陳國蕙(2009)。案例教學法的學習成效及其中介變項之研究。國立嘉義大學國民教new window
育研究所博士論文,未出版,嘉義。
陳淑麗(2009a)。弱勢學童讀寫希望工程。台北:心理。
陳淑麗(2009b)。邁向優質教師之路。載於國立台灣大學師資培育中心主編,2009
增進弱勢學生學習成效研討會論文集(頁65-77)。台北:國立台灣大學。
曾月紅(2001)。兒童英語文教學。台北:五南。
游光銳(2002)。九年一貫國小英語課程之政策分析。國立交通大學教育研究所碩士
論文(未出版)。
黃光雄(1989)。精熟學習法的理念與運作。載於中國教育學會主編,有效教學研究
(三版,頁205-223)。台北:台灣書店。
黃光雄(1988)。教學原理。台北:師大書苑。
黃冠雯(2006)。運用合作學習於國小英語教學:發展與成效之研究-以屏東縣國小六
年級學童為例。國立屏東教育大學英語學系碩士論文,未出版,屏東市。
黃政傑(1991)。課程設計。台北:東華書局
黃政傑(1992)。台灣省高級職業學校合作學習教學法實驗研究(國立台灣師範大學教
育研究中心專題研究成果報告編號:0005)。國立台灣師範大學教育研究中心。
黃政傑、林佩璇(1996)。合作學習。台北:五南。
黃富順(1974)。影響國中生學業成就家庭因素。國立台灣師範大學教育研究所集刊。
黃毅志、巫有鎰(2011)。明星國中,是橋梁,還是彩虹?以台東縣國二生檢証
Coleman的論點。台灣教育社會學研究,11(1),41-75。
楊惠琴(2000)。精熟教學與學習論。載於洪志成主編,教學原理(頁195-214)。高雄:
麗文。
葉和滿(2002)。不同入學管道的高中學生的學習動機、學習策略與學業成就之研究。
國立彰化師範大學教育研究所碩士論文,未出版,彰化市。
廖仁藝(2001)。高學業成就原住民兒童家庭因素分析-以巴拉腦社區為例。國立師範
學院國民教育研究所碩士論文。
廖美玲(1999)。第二語言發展理論與教學方法的沿革。載於陳秋蘭、廖美玲主編,
嶄新而實用的英語教學(頁15-39)。台北:敦煌。
廖曉青(2002)。英語教學法。台北:五南。
廖曉青(2006)。兒童英語教學。台北:五南。
劉青欣(2003)。國小英語教學實行合作學習之合作行動研究。國立嘉義大學國民教育
研究所碩士論文,未出版,嘉義縣。
劉雅鈞(2003)。國小級任老師教師信念與學生知覺班級氣氛之關係研究。國立台東大
學教育研究所碩士論文,未出版,台東。
劉豐榮(1986)。艾斯納藝術教育思想研究。台北:水牛出版。new window
潘靖英、翁嵐瑜、石美齡(2004)。花蓮縣國小英語教學現況之調查研究。英語教學,new window
29(2),21-39。
蔡松瑜(2003)。國中生父母親教養知覺、家庭生活適應與偏差行為之關係研究。國立
中正大學犯罪防治研究所碩士論文,未出版,嘉義縣。
蔡義雄(1997)。班級經營。載於初等教育:理論與實務,蔡義雄等著((頁315-354)。
台北:心理。
鄭來長(2009)。增進弱勢學生學習成效之政策評析。載於國立台灣大學師資培育中心
主編,2009增進弱勢學生學習成效研討會論文集(頁5-23)。台北:國立台灣大學。
盧美貴(1990)。班級氣氛與學習。載於吳清山、李錫津、劉緬懷、莊貞銀、盧美貴著,
班級經營。台北:心理。
蕭佳純(2011)。TEPS資料庫中學業成就與相關影響因素之縱貫性研究。教育政策論new window
壇,14(3),119-154。
戴維揚(2003)。多元智慧與英語文教學。台北:師大書苑。
繆敏志、張火燦、江宜芹(2012)。獎賞敏感性與懲罰敏感性對工作績效之影響。文大new window
商管學報,17:1,21-42。
謝孟穎(2002)。家長社經背景與學生學業成就關聯性之研究。國立嘉義大學國民教育new window
研究所碩士論文,未出版,嘉義縣。
鍾思嘉、汪敏慧(1999)。談英文科學習輔導之策略-以專科學生為例。學生輔導,63,
102-111。
簡妙娟(2003)。合作學習理論與教學應用。載於張新仁主編,學習與教學新趨勢
(頁403-463)。台北:心理。
簡茂發(1978)。父母教養態度與小學兒童生活適應之關係。教育心理學報,11,63-84。new window
聶澎齡(2005)。台灣國小學童家庭社會背景影響其英語能力表現之因素分析。載於張武昌
主編,九年一貫課程英語教學挑戰與對策。台北:師大書苑。
魏麗敏(2000)。成就動機量表的編製及應用。測驗與輔導,158,3309-3312。
蘇佳純(2008)。學習動機、班級氣氛與學習滿意度關係之研究-以花蓮地區國中小
學生英語課為例。國立東華大學教育研究所碩士論文,未出版,台東縣。
蘇峻男(2008)。合作學習在國中英語文法多媒體電腦輔助教學效能之研究。國立
雲林科技大學技術及職業教育研究所碩士論文,未出版,雲林縣。
蘇順發(1999)。國小英語教學實施問題初探。英語教學,23(3),22-37。new window
鐘樹椽(1996)。國小學生電腦合作學習之研究:小組友誼、獎勵結構和學生因素
之探討。台北:師大書苑。























英文部分
Auerbach, E., Barahona, B., Midy, J., Vaquerano, F., Zambrano, A. &; Arnaud, J. (1996),
From the Community to the Community: A guidebook for Participatory Literacy Training,
Lawrence Erlbaum Associates Publishers, Mahwah, New Jersey.
Amabile, T. M. (1985). Motivation and Creativity: Effects of motivational orientation on
creative writers. Journal of personality and social psychology, 48(2), 393.
Ames, C. &; Ames, R. (1984). Goal structures and motivation. The Elementary School Journal,
85, 39-52.
Ames, C. A. (1990). Motivation: what teachers need to know. Teacher's College Record, 91(3),
409-421.
Anderson, L. W. and Block, J. K. (1985). Mastery learning model of teaching and learning.
In T. Husen and T. N. Postlethwaite (Eds.), The international encyclopedia of education.
New York: Pergamon Press.
Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
Ballantine, J. H. (1983). The sociology of education: A systematic analysis Englewood Cliffs,
N J: Prentice Hall.
Berkman, E. T., Lieberman, M. D. &; Gable, S. L. (2009). BIS, BAS, &; response conflict: Testing
predictions of the revised reinforcement sensitivity theory. Personality &; Individual
Differences, 46(5/6), 586-591.
Block, J. H. (1980). Promoting excellence through mastery learning. Theory Into Practice, 19(2).
Block, J. H. (Ed.) (1971). Mastery learning: Theory and practice. New York: Holt, Rinehart, &;
Winston.
Bloom, B. S. (1968). Mastery learning. U.C.L.A.-C.S.E.I.P. Evaluation Comment, 1, (2).
Boocock, S.S.(1972). An introduction to the sociology of learning. New York: Houghton Mifflin.
Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel &; A. H. Halsey
(Eds.), Power and ideology in educaton (pp. 487-511). New York: Oxford University Press.
Brandt, R. (1979). A conversation with Benjamin Bloom. Educational Leadership, 37 (2).
Brophy, J. E. (1987). Synthesis of research on strategies for motivation students to learn.
Education leadership, 45, 40-48.
Brwon, D. J. (1995). Schools with heart: Voluntarism and public education. Manuscript submitted
for publication.
Buckholdt, D. R. &; Wodarski, J. S. (1978). The effects of different reinforcement systems on
cooperative behaviors exhibited by children in classroom contexts. Journal of Research and
Development in Education, 12(1), 50-68.
Butler, R. &; Nisan, M. O. (1986). Effects of no feedback, task related comments, and grades on
intrinsic motivation and performance. Journal of Educational Psychology, 78(3), 210-216.
Cameron, J., &; Pierce, W.D.(1994). Reinforcement, reward, and intrinsic motivation:
A meta-analysis. Review of educational research, 64(3), 363-423.
Carmines, E. G. &; Zeller, R. A. (1979). Reliability and Validity Assessment. Beverly Hills: Sage
Publications.
Carroll, J. B. (1963). A Model of school learning. Teacher College Record, 64, 723-733.
Celce-Murcia, Marianne(2006)。教學觀總覽(潘勛譯)。載於Marianne Celce-Murcia編著,
周中天審校,英語教學新論,2005: 3-15,台北:湯姆生。譯自:
Teaching English as a second or foreign language, 3rd ed.
Chamot, A. U. (1993). Students responses to learning strategy instruction in the foreign language
classroom. Foreign Language Annals, 26, 308-321.
Chang, Wan-Jeng. (2012). Motivation of Foreign Language Learning: Theories and Models.
遠東學報,第29卷,第2期。
Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: MIT Press.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillside, NJ: Erlbaum.
Coleman, A. (1929). Teaching of modern foreign languages in the United States. New York:
Macmillan.
Coleman, J. S. (1988). Equality of educational opportunity. Salem, NH: Ayer.
Coleman, J. S. (1994). Family, school, and social capital. In T. Husen, &; T. N. Postlethwaite
(Eds.), International Encyclopedia of Education, 2nd ed. (pp. 2272-2274). Oxford:
Pergamon Press.
Collier, V. P. (1989), “How long? A synthesis of research on academic achievement in a
second language”, TESOL Quarterly, 23/3:509-531.
Cottell, P. G. Jr. &; Millis, B. J. (1993). Cooperative learning structures in the instruction of
Accounting. Issues of Accounting Education, Spring, 40-59.
Cotton, J. L. &; Cook, M. S. (1982). Meta-analyses and the effects of varius reward systems:
some different conclusions from Johnson et al. Psychological Bulletin, 92(1), 176-183.
Covington, M. V. (1984). The self-worth theory of achievement motivation: Finding and
implications. Elementary School Learning, 85, 5-20.
Davies, A., Grove, E &; Wilkes, M. (1997), Review of Literature on Acquiring Literacy in
a Second Language, in P. McKay, A. Davies, B. Devlin, J. Clayton, R, Oliver &; S.
Zammit (project team), The Bilingual Interface Project Report, DEETYA, Commonwealth
of Australia.
Deci, E. L. &; Ryan, R. M. (1985). Intnnsoc motivation and self-determination in human behavior.
New York: Teachers College Press.
Deng, B. (1992). A multilevel analysis of classroom climate effects on mathematics achievement
of four-grade students. ERIC Document Reproduction Service, No. ED 348222.
Devries, R. &; Zan, B. (1994). Moral classroom, moral children: creating a constructivist
atmosphere in early education. New York: Teachers College Press.
Dornyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning,
40(1), 45-78.
Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern
Language Journal, 78(3), 273-284.
Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: advances in
theory, research, and applications. Language Learning, 53(1), 3-32.
Eisner, E.W. (1991). 藝術視覺的教育(郭禎祥譯)。台北:文景書局(原出版年1972)。
Epstein, J. L. &; Jansorn, N. R. (2004a). School, family, and community partnerships link the plan.
Education Digest, Feb 2004, Vol. 69 Issue 6, 19-23, from Database: Academic Search Premier.
Epstein, J. L. &; Salinas, K. C. (2004b). Partnering with families and communities. Educational
Leadership, May 2004, Vol. 61 Issue 8, 12-17, from Database: Academic Search Premier.
Fantuzzo, J. W., King, J. A., &; Heller, L. R. (1992). Effects of reciprocal peer tutoring on
mathematics and school adjustment: A component analysis. Journal of Education
Psychology, 84(3), 331-339.
Flanders, N. A. (1970). Analyzing teaching behavior. N. Y.: Addison-Wesley.
Gagn'e, R. M. (1985). The condition of learning and theory of instruction. NY: Holt, Rinehert
&; Winston.
Gamson, Z. F. (1994). Collaborative learning comes of age. Change, 26, 44.
Gardner, R. C. &; Lambert, W. E. (1959). Motivation variables in second language acquisition.
Candian Journal of Psychology, 13, 266-272.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes
and motivation. London: Edward Arnold.
Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern
Language Journal, 79, 505-518
Glickman, C. D. (1979). Mastery learning stifles individuality. Educational Leadership, 37 (2).
Goodman, K. S.(1998).談閱讀 (洪月女譯)。台北:心理。
Groff, P. (1974). Some criticisms of mastery learning. Today's Education, 63.
Grolnick, W. S. &; Ryan, R. M. (1987). Autonomy in children's learning: An experimental and
individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898.
Guskey, T. R. (1985). Implementing mastery learning. Wadsworth Publishing Company.
Hagman, J. D., &; Hayes, J. F. (1986). Cooperative learning: Effects of task, reward, and group
size on individual achievement. ERIC Document Reproduction Service, No. ED 278720.
Halliday, M. A. K. (1973). Explorations in the functions of language. London: Edward Arnold.
Hamm, M. &; Adams, D. (1992). The collaborative dimensions of learning. Ablex Publishing Co.
Harmer, J. (1991). The Practice of English Language Teaching. London: Longman.
Harmer, J. (2001), The Practice of English Language Teaching 3rd ed, Pearson Education, Limited.
Hertz-Lazarowitz, R. (1983). Prosocial behavior in the classroom. Acadamic Psychology Bulletin,
5, 319, 319-338.
Hertz-Lazarowitz, R. (1992). Understanding interactive behaviors: Looking at six mirrors of the
classroom. In Hertz-Lazarowitz, R., &; Miller, N. (Eds.). (1992). Interaction in cooperative
groups: The theoretical anatomy of group learning. New York: Cambridge University Press,
71-102. Cambridge University Press.
Hertz-Lazarowitz, R., Fuchs, I., Sharabany, R., &; Eisengberg, N. (1989). Students' interactive and
noninteractive behaviors in the classroom: A comparison between two types of classrooms in
the city and the Kibbutz in Israel. Contemporary Educational Psychology, 14, 22-32.
Horton, L. (1979). Mastery learning: Sound in theory, but…, Educational Leadership, 37 (2).
Hsu, Yueh-Kuei &; Chen, Ying-Hsiu(2007)。EFL Teacher's Perceptions and Practices Regarding
the Implementation of Remedial Instruction for Underachievers. English Teaching &;
Learning, 31(2), 1-43.
Hymes, D. H. (1971). On Communicative Competence. Philadelphia: University of Pennsylvania Press.
Johnson, D. W. &; Johnson, R. T. (1981). Effects of cooperative and individualistic learning
experiences on interethnic interaction. Journal of Educational Psychology, 73(3), 444-449.
Johnson, D. W. &; Johnson, R. T. (1989). Impact of goal and resource interdependence on
problem-solving success. Journal of Social Psychology, 129(5), 621-629.
Johnson, D. W. &; Johnson, R. T. (1989a). Cooperation and competition: Theory and research.
Edina, Minn. Interaction Book Company.
Johnson, D. W. &; Johnson, R. T. (1990). Cooperative learning and achievement. In S. Sharan
(Ed.), Cooperative Learning: Theory and Research, 23-37, New York: Praeger.
Johnson, D. W. &; Johnson, R. T. (1991). Learning together and alone: Cooperative, competitive,
and individualistic learning. MA: Allyn and Bacon.
Johnson, D. W. &; Johnson, R. T. (1999). Learning together and alone: cooperative, competitive,
and individualistic learning. Allyn and Bacon.
Johnson, D. W., &; Johnson, R. T. (1974). Instructional goal structure: cooperative, competitive,
or individualistic. Review of Educational Research, 44(2), 213-240.
Johnson, D., Johnson, R., &; Holubec, E. (1994a). Cooperative Learning in the Classroom.
Virginia: Association for Supervision and Curriculum Development.
Johnson, D., Johnson, R., &; Holubec, E. (1994b). The New Circles of Learning: Cooperation
in the Classroom and School. Virginia: Associaton for Supervision and Curriculum
Development.
Johnson, R. T., Johnson, D. W., Scott, L. E. &; Ramolae, B. A. (1985). Effects of single-sex and
mixed-sex cooperative interaction on science achievement and attitudes and crosshandicap
and cross-sex relationships. Journal of Research in Science Teaching, 22, 207-220.
Johnstone, Richard. (2008). Teaching a Modern Language to Children at Primary School:
Making It Work for All. English Teaching &; Learning. 32(4). 1-40.
Kagan, S. (1995). We Can Talk: Cooperative Learning in the Elementary ESL Classroom.
Elementary Education Newsletter, 17(2).
Kagan, S., Zahn, G. L., Windaman, K. F., Schwartzwald, J. &; Tyrrell, G. (1985). Classroom
structural bias: Impact of cooperative and competitive classroom structures on cooperative
and competitive individuals and groups. In R. E. Slavin, S. Sharan, S. Kagan, R.
Hertz-Lazarowitz, C. Webb, &; R. Schmuck (Eds.), Learning to cooperate, cooperating to
learn, 277-312, New York: Plenum.
Kelly, L. G. (1969). Twenty-five centuries of lanugage teaching. Rowley, MA: Newbury House.
Klein, J. D., Erchul, J. A. &; Pridemore, D. R. (1994). Effects of individual versus cooperative
learning and type of reward on performance and continuing motivation. Contemprary
Educational Psychology, 19, 24-32.
Kohn, A. (1991). Don't spoil the promise of cooperative learning. Educational Leadership,
48(5), 93-94.
Kohn, A. (1994). The risks of rewards, ERIC digest. ERIC Document Reproduction Service,
No. ED 376 990.
Krashen, S. D., and T. D. Terrell. (1983). The natural approach: Language acquisition in the
classroom. New York: Pergamon Press.
Larsen-Freeman, D. &; Long, M. (1991), An Introduction to Second Language Acquisition
Research, New York, Longman.
McClelland, D. C. (1965). Toward a theory of motive acquisition. American Psychologist. 20,
321~333.
McKnight, A. (1994), Chinese Learners of English: A Different View of Literary?
Open Letter, Australian Journal for Adult Literacy Research and Practice, pp.39-52.
McLaughlin, T. F. &; Vacha, E. F. (1992). The at-risk student: A proposal for action. Journal
of Instructional Psychology, 19, 66-68.
McMahan, C. (1993). Developing vocabulary skills in a learning disability class through
cooperative learning groups. Application project-module 6. Collaborative and
cooperative techniques. ERIC Document Reproduction Service, No. ED363870.
McNeil, J. D. (1969). Forces influening curriculum. Review of Educational Research, 39.
Meighan, R. (1993). A sociology of educating. London: Cassell Education.
Michaels, J. W. (1977). Classroom reward structures and academic performance. Review of
Educational Research Winter, 47(1), 87-98.
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance
Education, 3(2), 1-6.
Moos, R. H. (1979). Evaluating Educational Environment: Procedures, Measures, Findings,
and Policy Implications. San Francisco, CA: Jossey-Bass.
Naiman, N., Frohlich, M., Stern, H. H., &; Todesco, A. (1978). The good language learner:
Research in education series 7. Toronto, Canada: Ontario Institute for Studies in
Education Press.
Neisser, U. (1967). Cognitive psychology. New York: Appleton, Century, Crofts.
Noddings, N. (2005). The challenge to care in schools: an alternative approach to education
(pp. 1-43). NY: Teachers College, Columbia University.
O'Malley, J. M., &; Chamot, A. U. (1990). Learning Strategies in Second language acquisition.
Cambridge, London: Cambridge University Press.
Oxford, R. L. &; Shearin, J. (1994). Language learning motivation: Expanding the theoretical
framework. Modern Language Journal, 78, 12-28.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know.
Boston: Heinle &; Heinle. The Modern Language Journal, 77, 11-22.
Park, G. (1997). Language learning strategies and English proficiency in Korean University
students. Foreign Language Annals, 30(2), 211-221.
Parsons, R. D., Hinson, S. L., &; Sardo-Brown, D. (2001). Educational Psychology: A
practitioner-researcher model of teaching. Belmont: Wadsworth, Thomson Learning.
Postovsky, V. A.(1974). Effects of delay in oral practice at the beginning of second language
learning. Modern Language Jouirnal, 58(3): 229-239.
Paul, David(2005). 兒童英語教學大觀:為亞洲兒童量身訂作的教學法(殷彩鳳、
洪文峰譯)。台北:師德。
Richard &; Rodgers(2001). Approaches and Methods in Language Teaching (2nd ed.).
Cambridge University Press.
Rubin, J. (1981). Study of Cognitive Process in Second Language Learning. Applied
Linguistics, 11(2), 117-131.
Rutherford, W. E. (1983), Language typology and language transfer, in Gass S. M. &;
Selinker L, (eds) Language Transfer in Language Learning Rowley, Mass: Newbury
House: 358-370.
Sanders, M. G. &; Epstein, J. L. (2000). The National network of partnership schools: How
research influences educational practice. Journal of Education for Students Placed at Risk,
5(1 &; 2), 61-76. Lawrence Erlbaum Associates, Inc, from Database: Academic Search Premier.
Sharan, S. &; Shaulov, A. (1990). Cooperative learning, motivation to learn, and academic
achievement. In S. Sharan (Ed.), Cooperative Learning, 1-22, New York: Praeger.
Sharan, S. (1980). Cooperative learning in small groups: recent methods and effects on
achievement, attitudes, and ethnic relations. Review of Educational Research Summer,
50(2), 241-271.
Sharan, Y., &; Sharan, S. (1992). Expanding cooperative learning through group investigation.
New York: Teachers College Press.
Sinclair Bell, J. (1995), The Relationship between L1 and L2 Literacy: Some Complicating
Factors, TESOL Quarterly, vol 29, no 4, pp. 687-704.
Slavin(2006). Educational psychology: theory and practice. Boston: Pearson.
Slavin, R. E. (1977). Classroom reward structure: An analytical and practival review. Review
of Educational Research, 47, 633-650.
Slavin, R. E. (1980). Effects of student teams and peer tutoring on academic achievement and
time on-task. Journal of Experimental Education, 48, 252-257.
Slavin, R. E. (1983). When does cooperative learning increase student achievement? Psychology
Bulletin, 94(3), 429-445.
Slavin, R. E. (1983b). Cooperative learning. New York: Longman.
Slavin, R. E. (1984). Students motivating students to excel: Cooperative incentives, cooperative
tasks, and student achievement. Elementary School Journal, 85, 53-65.
Slavin, R. E. (1987a). Cooperative learning: Where behavioral and humanistic approaches to
classroom motivation meet. The Elementary School Journal, 88(1), 29-37.
Slavin, R. E. (1987b). Developmental and motivational perspectives on cooperative learning:
A reconciliation. Child Development, 58(5), 1161-1167.
Slavin, R. E. (1987c). Cooperative learning: Student teams(2nd Edition). National Education
Association, Washington, D. C.
Slavin, R. E. (1988). Cooperative learning and students achievement. Educational Leadership.
46(2), 31-33.
Slavin, R. E. (1989). Student at-risk for school failure. In R. E. Slavin, N. L. Karweit, &; N. E.
Madden (Eds), Effective programs for students at-risk (p. 3-19). Boston: Allyn &; Bacon.
Slavin, R. E. (1990a). Cooperative learning: Theory, research, and practice. Mass: Allyn and
Bacon.
Slavin, R. E. (1990b). Cooperative learning: Theory, research, and practice. Englewood Cliffs,
NJ: Prentice-Hall.
Slavin, R. E. (2002). 教育心理學:理論與實務(王明傑、陳玉玲譯)。台北:
學富文化。(原著為第六版)。
Solomon, D., Watson, M., Battistich, V., Schaps, E. &; Delucchi, K. (1992). Creating a caring
community: educational practices that promote children's prosocial development. In F. K.
Oser, A. Dick, and J. L. Patry (Eds.), Effective and Responsible Teaching: The New
Synthesis. San Francisco: Jossey- Bass.
Spilerman, S. (1971). Raising academic motivation in lower class adolescents: A convergence
of two research traditions. Sociology of Education, 44, 103-118.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual
differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Stern, H. H. (1975). What can we leaarn from the good language learner? Canadian Modern
Language Review, 34, 304-318.
Stipek, D. (1995). Effects of different instructional approaches on young children's achievement
and motivation. Child Development, 66(1), 209-223.
Van Der Londen, D., Beckers, D. G. J. &; Taris, T. W. (2007). Reinforcement sensitivity theory
at work: punishment sensitivity as a dispositional source of job-related stress. European
Journal of Personality, 21(7), 889-909.
Vedder, P., &; Veendrick, A. (2003). The role of the task and reward structure in cooperative
learning. Scandinavian Journal of Educational Research, 47(5), 529-542.
Vygotsky, L. (1962). Thought and Language (edited and translated by Eugenia Hanfmann
&; Gertrude Vakar). Cambridge: M. I. T. Press.
Vygotsky, L. (1978). Mind in Society: the Development of Higher Psychological Processes.
Cambridge: Harvard University Press.
Webb, N. M. (1982a). Group composition, group interaction, and achievement in cooperative
small groups. Journal of Educational Psychology, 74(4), 475-484.
Webb, N. M. (1982b). Student interaction and learning in small groups. Review of Educational
Research, 52(3), 421-445.
Webb, N. M. (1985). Student interaction and learning in small groups: A research summary. In
R. Slavin, S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb, &; R. Schmuck(eds.),
Learning to Cooperate, Cooperating to Learn (pp. 147-172). New York: Plenum Press.
Webb, N. M. (1991). Task-related verbal interaction and mathematics learning in small groups.
Journal for Research in Mathematics Education, 22(5), 366-389.
Weiner, B. (1974)(Ed.). Cognitive views of human motivation. New York: Academic Press.
Wenden, A. L. (1986). Helping L2 learners think about learning. English Language Teachingh
Journal, 40, 3-12.
Wenden, A. L. (1991). Learner Strategies for learner autonomy. London: Prentice-Hall
International.
White, D. W. (1986). Relationships between school climate and classroom climate, between
school climate and students achievement. Dissertation Abstracts International, 48, 282.
Wilson &; Davis(1997)。全是贏家的學校:借鏡美國教改藍圖(蕭昭君譯)。
台北:天下遠見。
Winitz, H., ed. (1981). The comprehension approach to foreign language instruction. New
York: Newbury House.
Woolfolk, A. E.(1995). Educational Psychology (6th ed.). Boston: Allyn &; Bacon.
Woolfolk, A. E., &; McCune-Nicolich, L. (1984). Educational Psychology for teachers
(2nd ed.). Englewood Cliffs: Prentice-Hall, Inc.
Yueh, J. and Alessi, S. M. (1988). The effects of reward structure and group ability composition
on cooperative computer-assisted instruction. Journal of Computer-based Instruction,
15(1), 18-22.
Yueh, J. E. (1987). The effect of reward structure and group ability composition on group
learning with computer-assisted instruction. (doctoral dissertation, Instructional Design &;
Technology in the Graduate College of The University of Iowa.

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE