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研究生:林啟章
研究生(外文):Chi-Chang Lin
論文名稱:合作學習與個人學習對大學科技論文閱讀之成效
論文名稱(外文):The Learning Effectiveness of Individual Learning and Cooperative Learning on Technology Journal Paper Reading
指導教授:熊京民
指導教授(外文):Chin-Min Hsiung
學位類別:碩士
校院名稱:國立屏東科技大學
系所名稱:機械工程系所
學門:工程學門
學類:機械工程學類
論文種類:學術論文
論文出版年:2013
畢業學年度:101
語文別:中文
論文頁數:68
中文關鍵詞:合作學習交叉實驗設計閱讀素養PISA
外文關鍵詞:Cooperative LearningCarry-Over TrialsReading LiteracyPISA
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由於大學逐年增多,入校門檻降低,導致學生素質下滑,而閱讀素養是目前大學生缺乏的能力之一。由於傳統教學的成效不佳,故本研究將「合作學習」應用於閱讀課程的教學上,以培養學生的閱讀素養,提升學生的「學習成效」。本研究使用國立屏東科技大學機械系三年級的學生44名,將學生每組隨機抽樣分配成2組,每組共有22人,再從22人中進行第2次隨機分配2人一小組進行教學試驗,每組共有11個小組。課程安排為期13週的實驗教學,而實驗設計採用ABB | BAA設計方式進行三階段教學,A表示合作學習,B表示個人學習。每一階段有三週時間,每週的課程時間為2小時。研究分析採用敘述統計分析及兩樣本相依t檢定來分析學生的測驗成績。實驗結果顯示,學生接受兩種學習方法在PISA閱讀素養的學習前後有顯著的進步,但對於科技論文閱讀的學習成效並沒有顯著的差異。其原因為教學方法設計的安排需要改善,且教材的選擇必須使用具有期刊或有專家嚴格審查的專刊。此外,試卷的命題必須先熟知論文的專業知識後,並結合PISA命題的專家知識重新篩選更具有鑑別力的題目。
A significant increase in the number of higher education institutions yearly in Taiwan lowers the acceptance threshold and leads to a decline in the quality of students; moreover, one of common skills most students lack currently is reading. Some traditional teaching methods may be deemed to be non-effective, hence in this study the “cooperative learning” was applied to the teaching of reading to cultivate reading attainment and maximize learning effectiveness among students. 44 juniors from the Department of Mechanical Engineering of National Pingtung University of Science and Technology were participated in this study, and all students were randomly assigned into two groups of 22 people per each, and then each group was again randomly divided into groups of two, making it a total of 11 sub-groups per each for a teaching experiment. The teaching experiment was a 13-week program with the design of using the ABB | BAA method to implement a three-stage approach; A represents cooperative learning and B represents individual learning. In terms of analysis, students’ test scores were analyzed using descriptive statistics and two-sample t test. Experimental results showed significant improvement on PISA reading attainment among students after they experienced both learning methods, but showed no significant improvement in learning effectiveness of reading scientific papers. The reason for that was because the arrangement of the teaching method design needed to be improved and the choice of teaching materials must include journals and special issues that were strictly examined by experts. In addition, the design of test questions must take professional knowledge required for this paper into account and combine it with discriminative PISA-related expert knowledge in order to re-select questions that are considered to be discriminative.
目錄
摘要..............................................I
誌謝..............................................II
Abstract.........................................III
目錄..............................................V
表目錄............................................IX
圖目錄............................................XI
第1章 緒論........................................1
1.1 研究背景與動機...............................1
1.2 研究目的....................................2
1.3 研究問題....................................2
1.4 名詞釋義....................................2
1.4.1 合作學習法..............................2
1.4.2 PISA閱讀素養............................4
1.4.3 學習成效................................5
1.4.4 學習態度................................5
1.4.5 交叉實驗設計.............................6
1.5 研究限制....................................7
第2章 文獻探討.....................................8
2.1 合作學習....................................8
2.1.1 名詞定義................................8
2.1.2 理論基礎................................11
2.1.3 合作學習閱讀的相關研究.....................17
2.2 PISA閱讀素養................................19
2.3 交叉實驗設計.................................20
2.3.1 二處理二階段交叉實驗設計...................20
2.3.2 二處理三階段交叉實驗設計...................21
2.3.3 多處理多階段交叉實驗設計...................21
2.3.4 交叉實驗設計優缺點........................21
第3章 研究方法.....................................22
3.1 研究架構....................................22
3.1.1 控制變項................................22
3.1.2 自變項..................................25
3.1.3 依變項..................................27
3.2 研究對象....................................28
3.3 研究工具....................................28
3.4 實驗程序....................................29
3.4.1 教學進度................................29
3.4.2 教學流程................................31
3.4.3 資料分析................................32
第4章 研究結果與討論................................37
4.1 學生在科技論文閱讀學習後的教學成效...............37
4.2 各組兩種學習法在個人表現的差異分析 .............38
4.3 各組兩種學習法在科技論文閱讀PISA閱讀素養之影響....40
4.3.1 各組在擷取歷程的差異分析...................40
4.3.2 各組在理解歷程的差異分析...................43
4.3.3 各組在解釋歷程的差異分析...................45
4.3.4 各組在PISA閱讀素養歷程的差異分析............48
4.4 實驗結果之討論...............................50
4.4.1 教學成效................................51
4.4.2 閱讀素養歷程.............................51
4.4.3 教材的選用問題...........................52
4.4.4 教學設計的流程問題........................53
4.4.5 試卷命題的問題...........................53
第5章 結論與建議...................................55
5.1 結論.......................................55
5.2 建議.......................................55
參考文獻..........................................57
附錄A 合作學習訓練單...............................61
附錄B 團體歷程單..................................63
附錄C 前後測試卷..................................64
附錄D 態度問卷....................................67
作者簡介..........................................68
表目錄
表2-1 國內碩博士論文文獻摘要表.......................18
表2-2 國內期刊論文文獻摘要表.........................19
表3-1學生各面向態度問卷信度摘要表.....................29
表3-2 教學進度表...................................31
表3-3 實驗階段估計模型..............................33
表3-4 三個實驗階段樣本平均摘要表......................33
表4-1各組學生於「前測」及「後測」成績的相關t檢定摘要表....39
表4-2各組學生於學習態度的相關t檢定摘要表...............39
表4-3兩組單元考擷取歷程成績..........................41
表4-4各組擷取歷程之傳遞效應的相關t檢定摘要表............43
表4-5各組擷取歷程之實驗處理的相關t檢定摘要表............43
表4-6兩組單元考理解歷程平均成績.......................44
表4-7各組理解歷程之傳遞效應的相關t檢定摘要表............45
表4-8各組理解歷程之實驗處理的相關t檢定摘要表............46
表4-9兩組單元考解釋歷程平均成績.......................46
表4-10各組解釋歷程之傳遞效應的相關t檢定摘要表...........48
表4-11各組解釋歷程之實驗處理的相關t檢定摘要表...........48
表4-12兩組單元考閱讀素養歷程成績......................49
表4-13 PISA閱讀素養歷程之傳遞效應的相關t檢定摘要表......50
表4-14閱讀素養歷程之實驗處理的相關t檢定摘要表...........51
圖目錄
圖2-1 PISA閱讀素養之五項閱讀任務類型結構圖.............19
圖3.1 研究架構圖...................................23
圖3.2 實驗程序圖...................................30
圖3.3 教學流程圖...................................32
圖4.1兩組個人個階段的平均成績-(A)第I組;(B)第II組.......40
圖4.2第I組與第II組各階段的擷取歷程成績.................42
圖4.3第I組與第II組各階段的理解歷程成績.................44
圖4.4第I組與第II組各階段的解釋歷程成績.................47
圖4.5第I組與第II組各階段的平均成績....................49

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