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研究生:賴錦緣
研究生(外文):Chin-Yuan Lai
論文名稱:行動化Jigsaw合作學習—學生學習成效與互動行為分析
論文名稱(外文):Mobile Jigsaw cooperative learning—Analysis of students’performance and interactive behaviors
指導教授:吳正己吳正己引用關係
指導教授(外文):Cheng-Chih Wu
學位類別:博士
校院名稱:國立臺灣師範大學
系所名稱:資訊教育學系
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:2007
畢業學年度:95
語文別:中文
論文頁數:117
中文關鍵詞:個人數位助理拼圖式合作學習互動行為
外文關鍵詞:PDAJigsaw cooperative learninginteractive behaviors
相關次數:
  • 被引用被引用:8
  • 點閱點閱:508
  • 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:3
本研究旨在探討行動載具支援的Jigsaw合作學習情境對學生學習成效和互動行為的影響。研究採準實驗研究法,比較使用和不使用PDA進行Jigsaw合作學習的學生,其學習成就、對學習活動看法、以及互動行為的差異。研究參與者為某國立護理專科學校四年級修習「精神科護理」的四個班級的學生,其中兩班學生使用PDA進行Jigsaw合作學習(PDA組);兩班學生以傳統方式進行Jigsaw合作學習,並不使用PDA(非PDA組)。研究結果發現:(1)PDA組學生的學習成就優於非PDA組的學生;(2)PDA組的學生對學習活動的看法較非PDA組正向;(3)學生互動行為方面,PDA組學生有比較多有益於學習的認知對話行為,在調節及情意對話行為也顯著的比非PDA組多。建議未來實施可以使用軟體來管理PDA,並尋求支援資訊交換與展示的軟體,使Jigsaw的實施更為順暢;未來研究可以其他方法進行長期的觀察,分析學生同儕互動中知識建構歷程之進展。此外,本研究也提出有效整合PDA於Jigsaw合作學習的模式,以為後續研究應用之參考。
This study investigated the effects of using PDA in a Jigsaw cooeperative learning environment upon students’ performance and interactive behaviors. A quasi-experimental research design was conducted to examine the effects. Four intact classes of fourth-year students from a five-year junior nursing college participated in the experiment. Two classes of students who used PDA in Jigsaw cooperative learning served as the experimental group (PDA group), while the other two classes of students served as the control group (non-PDA group), which was exposed to the same learning activities as the experimental group, without the aid of PDA. The findings of this study were: (1)The PDA group had higer achievements than the non-PDA group. (2) The PDA group demonstrated more positive perceptions of cooperative learning. (3) The PDA group had more cognitive interactions beneficial for learning. And regulative activities and affective utterances also occurred more often in the PDA group. To improve the implementation of using PDA in support of Jigsaw cooperating learning, it is suggested that using software to manage students’ PDAs and support information exchange and demonstration during student interaction. And future study may be conducted to examine students’ interactive progress toward knowledge construction by long-term observation and analysis. On the basis of the findings, a model of successfully incorporating PDA into Jigsaw cooperating learning is also proposed.
表次 iii
圖次 iv
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與假設 5
第三節 研究範圍與限制 6
第四節 名詞釋義 7
第二章 文獻探討 8
第一節 行動載具在教育的應用 8
第二節 行動載具在合作學習的應用 12
第三節 Jigsaw合作學習 15
壹、Jigsaw的源起 15
貳、Jigsaw的種類 15
參、Jigsaw實施步驟 16
肆、Jigsaw應用與成效 17
第四節 學生互動行為 19
壹、學生互動與學習 19
貳、學生互動的內涵 21
參、互動分析方法 26
第五節 綜合討論 28
第三章 研究方法 30
第一節 研究設計 30
第二節 實驗一研究方法 32
壹、研究參與者 32
貳、研究工具 33
參、PDA組學習環境 36
肆、教材設計與教學活動 38
伍、研究步驟 42
陸、資料蒐集與分析 44
第三節 實驗二研究方法 45
壹、研究參與者 45
貳、研究工具 46
參、PDA組學習環境 50
肆、教材設計與教學活動 50
伍、研究步驟 52
陸、資料蒐集與分析 54
第四章結果與討論 56
第一節 學習成就 56
第二節 學習活動看法 61
壹、合作學習實施 61
貳、PDA的使用 64
第三節 學生互動行為 67
壹、認知對話行為 69
貳、調節對話行為 73
參、情意對話行為 74
第四節 Jigsaw合作學習實施 76
壹、Jigsaw教學設計 76
貳、Jigsaw活動進行 80
第五章 結論與建議 84
第一節 結論 84
第二節 建議 87
參考文獻 90
附錄一 「自殺病人的護理」學習單(專家小組討論用) 99
附錄二 「自殺病人的護理」學習單(Jigsaw小組討論用) 100
附錄三 教室觀察表 101
附錄四 學習活動看法問卷 103
附錄五 PDA使用問卷 104
附錄六 教師訪談問卷 105
附錄七 PDA使用說明 106
附錄八 「失智症病人的護理」學習單(專家小組討論用) 108
附錄九 「失智症病人的護理」學習單(Jigsaw小組討論用) 112
附錄十 「失智症病人的護理」講義 113
附錄十一 學生互動行為分析表 116
表次
表2-1 Henri的訊息處理分析模式 20
表2-2 Bales的IPA分類系統 22
表2-3 學生互動分析向度整理 25
表3-1 實驗一學習單元名稱 35
表3-2 實驗一教材設計 38
表3-3 PDA組與非PDA組活動內容比較 41
表3-4 實驗二學習單元名稱 46
表3-5 實驗二教材設計 50
表4-1 學生概念圖學習成就比較 57
表4-2 學生對合作學習實施的看法比較 62
表4-3 學生對PDA使用的看法 65
表4-4 兩組學生各類別行為分配與百分比統計 67
表4-5 兩組學生各類別行為統計與t檢定 68
表4-6 各單元Jigsaw教學設計 77
圖次
圖3-1 研究架構 31
圖3-2 PicoMap畫面 34
圖3-3 Jigsaw行動學習教室環境 36
圖3-4 實驗一研究步驟 43
圖3-5 實驗二研究步驟 53
圖4-1 PDA組繪製的概念圖 58
圖4-2 非PDA組繪製的概念圖 58
圖4-3 PicoMap對建立新連結詞的提示 60
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