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研究生:柯明月
研究生(外文):Ming-yueh Ko
論文名稱:網路合作學習實施之整體性策略研究
論文名稱(外文):An Integrated Approach of Web-Based Cooperative Learning
指導教授:孫春在孫春在引用關係
指導教授(外文):Chuen-Tsai Sun
學位類別:碩士
校院名稱:國立交通大學
系所名稱:電資學院學程碩士班
學門:工程學門
學類:電資工程學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:83
中文關鍵詞:合作學習思考風格問題導向鷹架以網路為基礎
外文關鍵詞:Cooperative LearningThinking StylesProblem-BasedScaffoldingWeb-Based
相關次數:
  • 被引用被引用:15
  • 點閱點閱:597
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:6
本研究旨在設計一個整合網路鷹架理論、合作學習策略及問題導向為基礎的網際網路合作學習環境,運用於適當的學習活動中,並藉由實驗研究法分析不同型態及能力的合作小組對於學習成效及學習歷程之影響。學生根據所填的思考風格問卷分為互補組、高行政組和風格不明組,以及依能力劃分為高能力群及低能力群,小組再以此網路合作學習環境進行網頁設計作業,最後以小組自評、組員互評、組間互評及老師評分來對合作品質及合作成效作量化分析。
研究結果發現採用此網際網路合作學習環境確實能提高學生的熱誠及作品水準;在作品成績方面,互補組作品成績與其他兩組有顯著差異;在合作品質方面,高能力群的目標滿意度和作品的評分有正相關;以類型和能力兩項因子交互分析,能力對目標滿意這個項目有影響;類型及能力對合作過程皆有影響,兩者有交互作用,低能力互補組和其他類型及能力群有顯著差異。
本研究的貢獻在於整合網路合作學習各項技術及觀念,運用於實際教學活動,實施後不僅學習者經由網站的互動,以提昇學習成效,同時指導者能以單純數據分析了解小組的合作過程,以提昇合作品質。
This study aims at three goals. The first is to explore the design of a web-based cooperative learning environment, based on scaffolding processes, cooperative-learning strategies, and problem-based design. The second is to investigate the design of cooperative learning activities. The third is about learning effects and the interaction processes among students of different thinking styles and performances in a web-based cooperative learning context. Empirical research methods are employed in this study. The first graders of a national senior high commercial school were selected as research subjects. Based on their thinking styles, they were categorized into heterogeneous groups, high-executive groups, and non-style groups. Meanwhile, those students were also partitioned into two categories according to their entrance examination grades. After the experiments were finished, the students’ records on the web database were collected and analyzed.
Based on this study, there are conclusions have been made, as following: The first is that there is a significant difference in the works between the heterogeneous group and the others. The second is the self-content of high-grade group has a positive effect on their works. The third is the grade factor is a positive effect on self-content, and both the grade and style are positive effect on interaction process. There is obvious interaction between the two factors is also observed, and there is a significant difference between low-grade- heterogeneous groups and all others.
The primary contribution of this study is to integrate various technologies and concepts about web-based cooperative learning. The achievements and interactions among learners are improved, and the interactions between an instructor and learners are also improved through the learning activity based on the web-based cooperative learning environment.
中文摘要 I
英文摘要 II
誌謝 IV
目錄 V
表目錄 VIII
圖目錄 X
第一章 緒論 1
1.1 研究動機 1
1.2 研究目的 2
1.2.1 建立網路上的合作學習環境 3
1.2.2 發展以合作學習活動為結構之教學活動 3
1.2.3 合作成效與合作過程之評量 3
1.3 研究方法和流程 4
1.3.1 研究方法 4
1.3.2 研究流程 6
1.4 論文架構 7
第二章 文獻探討 8
2.1 合作學習 8
2.1.1 合作學習策略 9
2.1.2 合作學習的實施及評量 12
2.2 建構主義 15
2.2.1 社會建構主義 15
2.2.2 鷹架理論 16
2.3 多元的智力及評量 17
2.3.1 智力三元論 18
2.3.2 十三種思考風格 22
2.4 網際網路學習環境 23
2.4.1 問題導向設計 24
2.4.2 鷹架式的學習網站 24
第三章 研究架構與設計 28
3.1 研究設計 28
3.1.1 實驗對象 28
3.1.2 教學規劃 28
3.1.3 實施流程 29
3.1.4 分組方式 30
3.2 研究工具 32
3.2.1 網路思考風格問卷編製 32
3.2.2 實驗網站設計 34
3.2.3 合作學習過程評量工具 36
3.3 系統架構 36
3.4 介面設計 37
3.4.1 登入程序 37
3.4.2 個人及小組工作區 39
3.4.3 全體展示區 47
3.4.4 教師管理區 50
3.5 資料分析 52
第四章 資料分析與討論 53
4.1 網站是否能增進教學及學習? 53
4.1.1 活動過程觀察 53
4.1.2 每日登入次數 54
4.1.3 自訂目標及合作過程的滿意度分析 55
4.1.4 對同組組員的評分及合作意願分析 56
4.1.5 個人在小組中的表現 57
4.2 不同思考風格小組對作品成績、合作過程品質是否有影響? 58
4.2.1 全部小組的相關性分析 59
4.2.2 以小組類型來區分 59
4.3 不同能力小組對作品成績、合作過程品質是否有影響? 63
4.3.1 相關係數分析 63
4.3.2 差異性檢定 64
4.4 風格和能力,何者是影響合作成效和合作過程的主要關鍵? 65
4.4.1 老師評分項目分析 65
4.4.2 組間互評項目分析 66
4.4.3 目標滿意項目分析 68
4.4.4 合作過程項目分析 70
第五章 結論與建議 74
5.1 結論 74
5.2 未來研究的建議 75
參考文獻 76
附錄 80
A.思考風格問卷 80
B.小組自評表 82
C.組員互評 83
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