跳到主要內容

臺灣博碩士論文加值系統

(44.221.66.130) 您好!臺灣時間:2024/06/20 23:48
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:魏丹尼
研究生(外文):Dennis Wiebe
論文名稱:運用合作學習提升國際小學國小五年級學生閱讀能力
論文名稱(外文):The Effects of Applying Cooperative Learning to English Reading Comprehension on International Grade Five Students in Taiwan
指導教授:鄭端耀鄭端耀引用關係
指導教授(外文):CHENG, TUAN-YAO
口試委員:王盈文邱靖雅
口試日期:2018-06-24
學位類別:碩士
校院名稱:康寧大學
系所名稱:應用外語研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2018
畢業學年度:106
語文別:英文
論文頁數:106
中文關鍵詞:合作學習閱讀理解能力學習動機社交技能
外文關鍵詞:Cooperative LearningReading ComprehensionMotivationSocial Skills
相關次數:
  • 被引用被引用:3
  • 點閱點閱:250
  • 評分評分:
  • 下載下載:72
  • 收藏至我的研究室書目清單書目收藏:1
本研究的目的,為調查合作學習教學可能增強對小學生閱讀理解能力、學習動機和社交技能。使用準實驗設計,這項研究於台灣台南一所國際小學進行為期12週的指導教學,十五位五年級生參與此項目的研究。在研究的第一階段裡,參與此項目的學生被授予為期十二周的”傳統教學”。在研究的第二階段裡,另為期十二周的”合作學習教學”,共12周。學生在閱讀時,老師教導若干閱讀策略,包括提問、連結、摘要、建立詞彙、事實與虛構、尋找主題、設想和視覺化。以上幾項的閱讀策略皆被應用於傳統教學和合作學習教學中。數據顯示,學生在合作學習教學後,閱讀理解能力有所增強。該研究還顯示出,學生被授予合作學習教學後,學習動機和社交技能皆有提昇。由此可得出結論,合作學習教學確實可提昇學生的閱讀理解能力,以及學習動機,社交技能。
The purpose of this study was to investigate the effects of cooperative learning on the possible enhancement of reading comprehension understanding, motivation and social skills in elementary students. A quasi-experimental design was used. This study took place at an international elementary school in Tainan, Taiwan during a twelve week period of instruction. One fifth grade class participated in the study. There were fourteen participants. The fifth grade class received traditional instruction for twelve weeks while studying the first novel unit. The class then received cooperative learning instruction for the next twelve weeks on the second novel unit. The students were taught the reading strategies of generating questions, making connections, summarizing, vocabulary building, fact vs fiction, finding themes, foreshadowing and visualizing. These strategies were practiced in both the traditional and the cooperative learning units. The data showed that students showed enhanced reading comprehension after the cooperative learning unit. The study also showed that the students showed enhancements in motivation and social skills upon completion of the cooperative learning unit. It can be concluded that cooperative learning enhances the students’ reading comprehension. It can also be concluded that cooperative learning enhances students’ motivation and social skills.
Abstract (Chinese)……………………………………………………………………..…….. i
Abstract (English) ……………………………………………………………………..…….. ii
Acknowledgements……………………………………………………………………..……. iii
Table of Contents……………………………………………………………………..…….... iv
List of Tables……………………………………………………………………..………….. vii
List of Figures……………………………………………………………………..………… viii
CHAPTER ONE INTRODUCTION…………………………………………………….. 1
Background and Motivation ……………………………………....………………... 1
Purpose of the Study………………………………………………………………… 5
Research Questions……………………………………………………………..…… 7
Significance of the Study………………………………………………………..…... 7
Definition of Terms……………………………………………………………..…… 7
CHAPTER TWO LITERATURE REVIEW……………………….……………………… 9
Introduction ……………………………………………………………..…………... 9
History of Cooperative Learning …………………………………...……………….. 9
Five Elements of Cooperative Learning…………………………………..………... 10
Reading Comprehension…………………………………………………………….. 14
Motivation…………………………………………………………………………... 17
Social Skills…………………………………………………………………………. 21
Conclusion………………………………………………………………………….. 24
CHAPTER THREE METHODOLOGY…………………………………………………. 25
Introduction…………………………………………………………………………. 25
Research Design……………………………………………………………………… 25
Participants…………………………………………………………………………… 26
Research Instruments…………………………………………………………………. 27
Procedure……………………………………………………………………………... 28
Data Analysis…………………………………………………………………………. 34
CHAPTER FOUR RESULTS AND DISCUSSION.……………………………………… 36
Results for Research Question One………………………....………………………… 36
Discussion of Results for Research Question One……………………………………. 41
Results for Research Question Two…………………………………………………… 44
Discussion of Results for Research Question Two……………………………………. 47
Results for Research Question Three…………………………………………………. 48
Discussion of Results for Research Question Three………………………………….. 51
Conclusion……………………………………………………………………………. 52
CHAPTER FIVE CONCLUSION………………………………………………………… 53
Summary of Major Findings………………………………………………………….. 53
Pedagogical Implications……………………………………………………………... 53
Limitations of the Study………………………………………………………………. 54
Suggestions for Future Research……………………………………………………… 55
References……………………………………………………………………………. 57
Appendices…………………………………………………………………………………… 68
Appendix A Teaching Plans……………………………………………………………….. 68
Appendix B Pretest………………………………………………………………………... 75
Appendix C Posttest………………………………………………………………………. 79
Appendix D Students’ Pretest and Posttest Scores……………………………………….. .. 83
Appendix E Interview Questions and Answers for Research Questions Two and Three…... 84
Appendix F Vocabulary Test Results……………………………………………………….. 93
Appendix G Parents Permission Form……………………………………………………… 94
Appendix H Teaching Materials……………………………………………………………. 95
Allington, R. L. (2001). Teaching struggling readers: articles from The Reading Teacher. Newark, DE: International Reading Association.
Antil, L. R., Jenkins, J. R., Wayne, S. K., & Vadasy, P. F. (1998). Cooperative learning: Prevalence, conceptualizations, and the relation between research and practice. American Educational Research Journal, 35, 419–454.
Antil, L. R., Jenkins, J. R., Wayne, S. K., & Vadasy, P. F. (1998). Cooperative learning: Prevalence, conceptualizations, and the relation between research and practice. American Educational Research Journal.
Armstrong, M.N. (1999). Gifted students and cooperative learning: A study of grouping Strategies. Roeper Review, 21(4), 315-316.
Ballantine, J., & Larres, P. M. (2007). Cooperative learning: a pedagogy to improve students' generic skills? Education and Training, 49(2), 127-137.
Blum, R. W. (2005). A case for school connectedness. Educational Leadership, 26(7), 16-20.
Bolukbas, F., Keskin, F., & Polat, M. (2011). The effectiveness of cooperative learning in the reading comprehension skills in Turkish as a foreign language. The Turkish Online Journal of Educational Technology, 10(4), 330-335.
Brennan, F. (2012). Suffering Seeks a Voice. Perspectives on Human Suffering, 261-272.
Bridgeland, J. M., DiIulio, J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC: Civic Enterprises.
Brown, H. D. (2001). Teaching by Principle an Interactive Approach to Language Pedagogy. New York : Addison Wesley Longman, Inc.
Bruffee, K. A. (1993). Collaborative learning: higher education, interdependence, and the authority of knowledge. Baltimore, US: John Hopkins University Press.
Carson, L., & Hoyle, S. (1990). Teaching social skills: A view from the classroom. Educational Leadership, 47( 4), 31.
Celikten, O., Ipekcioglu, S., Ertepinar, H., & Geban, O. (2012). The effect of the conceptual change oriented instruction through cooperative learning on 4th grade students' understanding of earth and sky concepts. Science Education International.
Chan, K. W. (2004). Teaching strategies and classroom organization. Hong Kong: The Hong Kong Institute of Education.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.
Cohen, E. G. (1994). Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64, 1-35.
Corsaro, W. A. (1985). Friendship and Peer Culture in the Early Years. New Jersey: Ablex.
Curtis, C. P. (1999). Bud, Not Buddy. Waterville, ME: Thorndike Press, a part of Gale, Cengage Learning.
Deutsch, M. (1949). An experimental study of the effects of cooperation and competition upon group process, Human Relations, 2, 199-231.
Deutsch, M. (1962). Cooperation and trust: some theoretical notes. In M. R. Jones (Ed.), Nebraska symposium on motivation (pp. 275-319). Lincoln, NE: University of Nebraska Press.
Deutsch, M. (1977). The resolution of conflict: Constructive and destructive processes. New Haven, CT: Yale University Press.
Dillenbourg P (2002). Over-scripting CSCL: the risks of blending collaborative learning with instructional design. In: Kirschner PA, Editor. Three Worlds of CSCL. Can We Support CSCL. Heerlen: Open University Nederland; 2002, 61–91.
Dornyei.Z. (1994). Motivation and motivating in the foreign language Class room.Modern Language Journal, 78, 273-284.
Ebrahim, A. (2012). The effect of cooperative learning strategies on elementary students' science achievement and social skills in Kuwait. International Journal Of Science And Mathematics Education.
Elliott, S. N., & Busse, R. T. (1991). Social skills assessment and intervention with children and adolescents: Guidelines for assessment and training procedures. School Psychology International, 12, 63–83
Gaith.G. (2003). Effects of the Cooperative Learning Together Model of Cooperative Learning on English a Foreign Language Reading Achievement, Academic Self-esteem, and Feelings of School Alienation.
Gillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41(3).
Greene, M. (1986). In search of a critical pedagogy. Harvard Educational Review, 56, 427–442.
Hall D., Buzwell S. (2012). The problem of free-riding in group projects: looking beyond social loafing as reason for non-contribution. Active Learn High Educ. 2012; 14, 37–49.
Hammond, L.D., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., and Tilson, J. L. (2008) Innovative classroom practices. The George Lucas Educational Foundation.
Haycock, K., (2001). Helping all Students Achieve: Closing the Achievement Gap. Educational Leadership, 58(6), 6-12.
Hudson (2007) Social cohesion in Diverse Communities. London: Joseph Rowntree Foundation.
Jensen, M., Moore, R., & Hatch, J. (2002). Cooperative Learning - Part I: Cooperative Quizzes. The American Biology Teacher, 64(1), 29-34.
Johnson, D. W., & Johnson, R. T. (1975). Learning together and alone; cooperation, competition, and individualization. New Jersey, USA: Prentice-Hall.
Johnson, D. W., & Johnson, R. T. (1984). Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Company.
Johnson, D. W., & Johnson, R. T. (1984). Cooperative Small-Group Learning. Publications Sales.
Johnson, D.W., and Johnson, R.T., (1987). Learning Together and Alone. Cooperative, Competitive, and Individualistic Learning. Englewood Cliffs, N.J.: PrenticeHall.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: theory and research. Edina, MN: Interaction Book Company.
Johnson, D. W., & Johnson, R. T. (1990). Learning together and alone. Edina, MN: Interaction Book Company.
Johnson, D. W., & Johnson, R. T. (1991). Learning mathematics and cooperative learning lesson plans for teachers, Edina, MN: Interaction Book Company.
Johnson, D. W., & Johnson, R. T. (1993). Implementing cooperative learning. Education
Johnson, D. W., & Johnson, R. T. (1998). Learning together and alone: Cooperative, competitive, and individualistic learning (5th Ed.). Boston: Allyn & Bacon.
Johnson, D. W., & Johnson, R. T. (2008). Social Interdependence Theory and Cooperative Learning: The Teacher's Role. In R. M. Gillies, A. Ashman & J. Terwel (Eds.), Teacher's Role in Implementing Cooperative Learning in the Classroom (pp. 9-37). New York, U.S.A: Springer.
Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38(5), 365-379.
Johnson, D. W., & Johnson, R. T. (2009). An overview of cooperative learning. In J. Thousand, A. Villa and A. Nevin (Eds), Creativity and Collaborative Learning. Baltimore, US: B. Brookes Press.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1991). Cooperation in the classroom. Edina, MN: Interaction Book Company.
Johnson, D.W., Johnson, R.T, & Holubec, E. J. (1992). Advanced Cooperative Learning (Revised). Edina, MN: Interaction Book Co.
Johnson D. W., Johnson R.T. & Holubec, E. J. (1998) . Cooperation in the Classroom. Edina, MN: Interaction Book Company.
Johnson, D. W., Johnson, R., & Holubec, E. J. (2002). Circles of Learning (5th Edition). Edina, MN: Interaction Book Company.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. Washington, DC: George Washington University.
Johnson, D.W., Johnson R.T., & Smith K.A. (1991). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.
Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 90, 12-15.
Kagan, S. (1994). Cooperative Learning, Resources for Teachers. San Juan Capistrano, CA: Kagan Cooperative Learning.
Kagan, S., & Kagan, M. (1994). The structural approach: six keys to cooperative learning. In S. Sharan (Ed.), Handbook of cooperative learning methods (pp. 115-133). London: Greenwood.
Kagan, S., Kagan, M. & Kagan, L. (2000). Reaching English/Language Arts standards through cooperative learning: providing for all learners in general education classrooms. Port Chester, NY: National Professional Resources, Inc.
Kewley, L. (1998). Peer Collaboration Versus Teacher-Directed Instruction: How two Methodologies Engage Students in the Learning Process. Journal of Research in Childhood Education, 13, 27-32.
Killen, R. (2007). Effective Teaching Strategies: Lessons from Research and Practice (4thed.). Melbourne: Thompson Social Sciences Press.
Klauda, L. S., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100, 310-321.
Knight, P. G., & Bohlmeyer, M. E. (1990). Cooperative Learning and Achievement: Methods for Assessing Causal Mechanisms. In S. Sharan (Ed.), Cooperative Learning: Theory and Practice (pp. 1-22). New York: Greenwood Press, Inc.
Kose, S., Sahin, A., Ergun, A., & Gezer, K. (2010). The effects of cooperative learning experience on eighth grade students' achievement and attitude toward science. Education, 131(1), 169-180.
Kupersmidt, J. B.& Coie, J.D. (1990). Preadolescent Peer Status, Aggression, and School Adjustment as Predictors of Externalizing Problems in Adolescence. Child Development, v61 n5, October, 1990, 1350 – 1362.
Ladd, G.W. (2005). Children’s peer relations and social competence: A century of progress. New Haven, CT: Yale University Press
Law, Y. (2011). The effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals, autonomous motivation and reading proficiency. Journal of Research In Reading.
LeBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
Liao, H. C. (2009). Cooperative learning and EFL education: The past, the present, and the future. Journal of National Taichung University: Humanities & Arts, 23(2), 87-108.
Livingstone D., Lynch K. (2000) Group project work and student-centered active learning: two different experiences. Stud High Education 2000; 25, 325–345.
Maheady, L., Michielli-Pendl, J., Harper, G.F., Mallette, B., (2006). The Effects of Numbered Heads Together with and Without an Incentive Package on the Science Test Performance of a Diverse Group of Sixth Graders. Journal of Behavioral Education, 15(1), 25-29.
Maki, J. E., Thorngate, W. B., & Mccllintock, C. G. (1979). Prediction and perception of social motives. Journal of Personality and Social Psychology.
Marr, M.B., (1997). Cooperative Learning: A Brief Review. Reading and Writing Quarterly, 13(1).
National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment for Educational Progress.
Nowka, R. and Louis, D (1999). Promoting the science and art of teaching cooperative learning in a large class. Louiseville: Carolina Academic Press.
Paris, S. G., Carpenter, R. D., Paris, A. H., & Hamilton, E. E. (2005). Spurious and genuine correlates of children's reading comprehension. In S. G. Paris, & S. A. Stahl (Eds.), Children's reading comprehension and assessment (pp. 131-160). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Parke, R. D., Harshman, K., Roberts, B., Flyr, M., O'Neal, R., & Welsh, M. (1998). Social Relations ACADEMIC SUCCESS. Thrust for Educational Leadership, 28 (1), 32-34.
Pascarella, E. T., & Terenzini, P. (2005). How college affects students (Vol. 2): A third decade of research. San Francisco, CA: Jossey-Bass.
Perfetie, C., & Lesgold, A. (1977). Discourse comprehension and sources of individual differences. In M. Just & P. Carpenter (Eds.) Cognitive Processes in Comprehension. Hillsdale, N.J.: Erlbaum and Associates.
Qin, S. Johnson, D. W. & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65(2) 129-143.
Richards, J. C. and Rogers. (2001). Approaches and Methods in Language Teaching (2nd Ed.). New York: Cambridge University Press.
Rosenshine, B., & Stevens, R. (1986). Teaching Functions (p. 376-391). In M.C. Wittrock (dir), Handbook of Research on Teaching, 3rd ed. NY: Macmillan.
Ryan, R. M. & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L Deci and R. M. Ryan (Eds.). Handbook of self-determination research. New York: University of Rochester Press.
Salomon G, Globerson T. When teams do not function the way they ought to. Int J Educ Res. 1989;13:89–99.
Sanders, P. & Gosenpud, J. (1986). Perceived instructor enthusiasm and student achievement. Developments in Business Simulation & Experiential Exercises, 13, 52–55.
Sharan, Y. & Sharan, S. (1999). Expanding cooperative learning through group investigation. Colchester, VT: Teachers College Press.
Sharan, S. (1990). Cooperative learning: A Perspective on Research and Practice. In P. Kussell, R. Hertz-Lazarowits, Y. Bejarano, S. Raviv & Y. Sharan (Eds.), Cooperative Learning in the Classroom: Research in Desegregated Schools (pp. 285-300). New Jersey: Lawrence Erlbaum Associates, Inc.
Simpson, J., & Weiner, E. (1989). Oxford English Dictionary. Oxford: Oxford University Press.
Singhanayok, C. & Hooper, S. (1996). The Effect of Cooperative Learning and Learner Control on Students’ Achievement, Option Selections, Attitudes, Education Technology, Research and Development. 46, 17-25.Slavin, R. E. (1980). Cooperative learning. Review of Educational Research, 50(2), 315–342
Slavin, R.E. (1985). An introduction to cooperative learning research. In R. Slavin, S. Sharan, S. Kagan, R. H. Lazarowitz, C. Webb, & Schmuck (Eds.), Learning to co-operate, co- operating to learn (pp. 5-15). New York: Plenum Press.
Slavin, R. E. (1987). Cooperative learning: Student teams (2nd ed.). Washington, D.C.: National Education Association.
Slavin, R. E. (1990). Comprehensive cooperative learning models: Embedding cooperative learning in the curriculum and the school. In S. Sharan (Ed.), Cooperative Learning (pp. 261-283). Westport, CT: Praeger.
Slavin, R. E. (1991). Student team learning: a practical guide to cooperative learning. Washington, DC: National Education Association.
Slavin, R. E. (1994). Using Student Team Learning (2nd Ed.). Baltimore, MD: Johns Hopkins University, Center for Social Organization of Schools.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Needham Heights, MA: Simon & Schuster Company.
Slavin, R. E. (2011). Instruction Based on Cooperative Learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 344-360). New York: Taylor & Francis.
Sloat, E. A., Beswick, J. F., & Willms, J. D. (2007). Using early literacy monitoring to prevent reading failure. Phi Delta Kappan, 88(7), 523-529.
Spinelli, J. (1990). Maniac Magee: a novel. New York: Little, Brown and Co.
Stevens, R., & Slavin, R. (1995). The cooperative elementary school: Effects on students‘ achievement, attitudes, and social relations. American Educational Research Journal, 32 (2), 321-351.
Super Teacher Worksheets. (2010). Printable Reading Worksheets & Literature Circle Worksheets. Retrieved on April 12, 2010 from www.superteacherworksheets.com/reading.html
Tinto, V. (2003). Learning better together: The impact of learning communities on student success. Higher Education Monograph Series, 1, 1–8.
Tsay E., Mina H., Miranda B. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning, 10, 78–89.
Webb, N.M. (1989). Peer interaction and learning in small Group. International Journal of Educational Research, 13, 21-39.
Williams, P., & Sheridan, S. (2010). Conditions for collaborative learning and constructive competition in school. Educational Research, 52 (4), 335-350
Yager, R. E. (2000). The Constructivist Learning Model. The Science Teacher, 67(1), 44-45.
Yamarik, S. (2007). Does cooperative learning improve student learning outcomes? (Research in Economic Education)(Report). The Journal of Economic Education, 38(3), 259-277.
Zeitlin, S., (1955). Jewish Learning in America. The Jewish Quarterly Review, New Ser., 45(4), 582-616.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關期刊