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題名:合作式推理教學對學童論證能力之影響
作者:李雯琪
作者(外文):Lee, Wen-Chi
校院名稱:臺北市立大學
系所名稱:教育學系
指導教授:梁雲霞
學位類別:博士
出版日期:2017
主題關鍵詞:合作式推理教學論證能力口語討論collaborative reasoningargumentative abilityoral discussion
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本研究旨在探討合作式推理教學對提升學童論證能力之影響。關注於三個面向,第一,了解合作式推理教學對學童論證能力之影響;其二,探究合作式推理教學中口語討論沉默組學童其論證能力表現;最後,探討參與合作式推理教學學童口語討論成長變化情形。
本研究為了解合作式推理教學對學童論證能力之影響,採準實驗設計,以苗栗縣某國小六年級二個班級為實驗組、對照組,分別進行合作式推理教學與一般討論教學。
研究發現:(1)實驗組學童在論證能力的整體表現與反對、辯護兩項論證因素表現顯著優於對照組學童。(2)合作式推理教學中口語討論沉默組學童表現出不俗之論證能力。(3)實驗組學童在八次的小組討論中,其口語討論表現顯著成長。
本研究亦發現幾個有趣的現象:(1)參與合作式推理教學學童的思考性文章有較多的自我內在論證表現。(2)合作式推理教學幫助學童學習論證,並依個人特質以不同方式呈現出其論證能力。(3)以整體實驗組而論,口語討論顯著成長提升;以個別學童而論,每人成長情形不盡相同。
This study was designed to explore effect of collaborative reasoning on children's argumentative ability. We emphasize on three parts: (1) the effect of collaborative reasoning on argumentative ability; (2) how the quiet students performance argumentative ability on written task; (3) the development tendency of collaborative reasoning on oral discussion.
A quasi-experimental method with nonequivalent group posttest design was employed. One class of 6th graders was selected as the experimental group with 8 collaborative reasoning discussions, and the other class with the similar backgrounds taught with general discussion instruction served as the control group.
The result indicated that: (1)the experimental group students outperform their counterparts in argumentative ability; (2)quiet students were good at written task compared to their oral discussion performance; (3)the experimental group students progress through 8 CRs oral discussion.
We also found some interesting phenomenons:(1)the experimental group students show more self-argumentation on their reflective essays; (2) collaborative reasoning helps students learn to argue, and students demonstrate in different ways according to their personal characteristics; (3) in terms of the overall experimental group, the oral discussion was significantly improved; in the case of individual, each student's development tendency is different.
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