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篇名
合作學習模式中學生學習表現之探討
並列篇名
High school students learning performance in a Cooperative-Learning math class
作者 陳彥廷姚如芬
中文摘要
本研究以合作學習方法中R. E. Slavin於1978年所提出之「學生小組成就區分法(STAD)」為主軸,為學生佈置一個「合作學習」模式的情境,以探究高一學生在數學學習過程中其學習之表現。本研究屬於行動研究,一方面;逐次針對實施之情形改進「合作學習」之模式,另一方面;則針對學生在此期間「學習單」與「學後評量」之表現情形進行分析與探究。因此,研究的主要參與者為研究者本身及所任教的一班高一學生。研究結果發現:在「合作學習」模式下,學生於「數與坐標系」及「數列與級數」兩單元透過「溝通、討論」的過程,觀念重新被討論、精熟,進而達成數學學習之提昇。然而,亦尚有一些學習目標表現不甚理想。整體而言「合作學習」不僅能降低學生彼此個別競爭的習慣,養成小組間相互依賴、共同合作的精神,並促使學生學習到傳統課室中所無法學得的技巧,且學生對於個人解題能力影響的成效,均給予很正向的評價,期望日後能再透過此方式來學習數學。
英文摘要
This is an action research. In order to explore the effect of a cooperative learning model, the Therefore, the principal participants involved in the research are the author used a STAD model proposed by Slavin (1978) on and one of his freshmen math class in a senior high school. one of the author’s classes of senior high school freshmen.This author collected data on students’ affective opinions and learning performance during the teaching sessions by field observations, questionnaire, and after-class interviews. The research is conducted mainly by the cooperative learning approach of STAD by Slavin (1978). This way, math learning of senior high school freshmen, their affective transformation and performance can be explored. The application mode of cooperative learning and suggestions for subsequent research are presented based on the research results. The major findings were as follows.During the cooperative learning sessions of “Numbers and Coordinate” and “Sequence and Series” In the mode of cooperative learning, through a series of the process ofcommunication, target concepts were discussed over and over and the degree of masterywere then improved. The instruction goals of the units were successfully achieved. However, students failed to develop true comprehensive understanding on five concepts. Specifically, these concepts were the students’ concepts are re-discussed and mastered in learning these two units of “Numbers and Coordinate” and “Sequence and Series,” and the promotion of math concepts is thus achieved. However, there are still five concepts which the students fail to fully understand, including (1) slope relation between parallel lines and between perpendicular lines; (2) complex numbers consisting of real numbers and imaginary numbers, and its format; (3) the calculation of complex numbers; (4) every point on the complex plane corresponding exclusively to only one complex number, and how to locate the complex number a+bi on the complex plane; and (5) the prove of the infinite proposition involving natural numbers by mathematical induction.In general, on the whole, cooperative learning can reduce the students’ individual competition with each other, promoted students’ positive interdependence and peer interaction, reduced individual competition,and enabled the students to master the skills that could not be acquired easily in the traditional classroom. Furthermore besides, the students also highly valued the impacts of cooperative learning on their problem-solving ability. , and they would like to study mathematics in this way in the future.
起訖頁 127-166
關鍵詞 數學教學學習表現合作學習math instructionlearning performancecooperative learning
刊名 臺東大學教育學報  
期數 200406 (15:1期)
出版單位 國立臺東大學師範學院
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