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研究生:陳重光
研究生(外文):chung-kuang chen
論文名稱:網路合作學習中小組合作競爭學習方式對國小學童專題研究製作之影響
論文名稱(外文):The Influence of A Project Anlaysis Upon Elementary School’s Students for A Learning Mode of Cooperation-Competition Inside The Cooperative Learning on The Network
指導教授:葉道明葉道明引用關係
指導教授(外文):Dowming Yeh
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:資訊教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:中文
論文頁數:87
中文關鍵詞:網路學習合作學習競爭學習專題導向式學習合作競爭模仿學習
外文關鍵詞:network learningcooperative learningcompetitive learningProject-Based Learning
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本研究採取實驗研究法,以「合作學習」為導向,在網路上架設一簡單的學習平台,將學生分為「純粹合作組」和「合作競爭模仿組」兩種網路合作學習的模式,每種學習模式各十組,每組人數為三人,讓學生在規定時間內完成「專題研究」的作業。實驗過程與結果以電腦紀錄,並以t檢定分析,兩種學習模式在「上線次數」、「總上線時間」、「個人單次上線時間」、「資料收集」、「作品分數」等變項上的差異情形。研究結果發現,「純合作組」與「合作競爭模仿組」之間,其在「上線次數」、「總上線時間」、「資料收集」等變項中並無顯著差異;而在「個人單次上線時間」、「作品分數」兩個變項中則有顯著差異。最後,研究者根據研究結果,提出網路課程設計以及未來研究上之結論與建議。
本研究研究結果發現如下:
一、兩種不同學習方式在上線次數、總上線時間並沒有顯著差異。
二、在個人單次上線時間與最後的「專題研究」作品分數方面,合作競爭模仿組則顯著優於純合作學習組。
三、在各組留言紀錄方面,純合作組有一些學習無助的對話,而合作競爭模仿組則有焦慮與壓力的情況產生。
四、本研究進行資料分析後,推論在非同步的網路環境中,學習者常未能及時得到回饋,而感到浮躁與不安,繼而陷入學習無助感,利用合作與競爭並進的策略可以突破這些困境,讓學生達到有效率的學習。
Based on the experimental research methodology, we set up a simple learning platform on the Internet in a “cooperative learning” oriented approach. Students are divided into two network cooperative learning modes: “Cooperation Only” and “Competitive Cooperation”. Each learning mode consists of ten groups, and each group consists of three students. The students are supposed to finish a “Project Research” assignment within definite time period. The experiment process and results of these two learning modes are recorded with computers, and the differences of variables, such as “on-line frequency”, “total on-line time”, “individual on-line time per person per episode”, “data collection”, and “score of works” are analyzed by t-test. It is found there are no distinctive differences between “Cooperation Only” and “Competitive Cooperation” learning modes regarding the variables of “on-line frequency”, “total on-line time”, and “data collection”. There are, however, distinctive differences regarding “individual on-line time per person per episode” and “score of works”. Finally, researchers present their conclusions and suggestions on the Internet curriculum design and future study based on the research findings.
Findings of this study are as follows:
1. The two learning modes showed no significant difference in on-line frequency and total on-line time.
2. In terms of individual on-line time per person per episode and the final score of works, “cooperative competition” groups were significantly doing better than “cooperation only” groups.
3. In the message record of various groups, some conversations that showed learning helplessness were seen in “cooperation only” groups, while anxiety and stress were evident in “cooperative competition” groups.
4. After data analysis, the study deduced that in non-synchronous network environment, learners often felt fickle and anxious because they could not obtain timely feedback, and then fell prey of learning helplessness. Using a strategy that combines cooperation and competition may break through this problem, and lead to effective learning of students.
第一章 緒論 1
第一節 研究動機與背景 1
第二節 研究目的 3
第三節 研究範圍 4
第四節 研究限制 5
第五節 名詞解釋 5
第二章 文獻探討 8
第一節 合作學習 8
第二節 網路合作學習 19
第三節 競爭學習 25
第四節 建構主義 29
第五節 匿名的定義與相關研究 33
第三章 研究方法 38
第一節 研究步驟 39
第二節 研究架構 42
第三節 研究對象 43
第四節 研究設計 44
第五節 研究假設 45
第六節 系統架構與實驗設計 46
第七節 研究工具 56
第四章 研究結果與討論 57
第一節 不同實驗處理在各依變項上之差異情形 57
第二節 實驗過程中的發現分析 66
第五章 結論與建議 70
第一節 結論 70
第二節 建議 73
參考文獻 77
一、 中文部分 77
二、 西文部分 79
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