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研究生:林亮均
研究生(外文):LIN, LIANG-CHUN
論文名稱:合作學習教學策略對學生社會互動之影響
論文名稱(外文):The Impacts of Cooperative Learning Teaching Strategies on Student's Social Interaction
指導教授:沈 立
指導教授(外文):Li, Shen
口試委員:蘇愛媜曹治中
口試委員(外文):SU,AI-CHENTSAO,CHIH-CHUNG
口試日期:2022-01-23
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:社會與區域發展學系碩士在職專班
學門:社會及行為科學學門
學類:區域研究學類
論文種類:學術論文
論文出版年:2022
畢業學年度:110
語文別:中文
論文頁數:135
中文關鍵詞:小組遊戲競賽法拼圖法第二代社會比較社會認知衝突地位階級霸凌
外文關鍵詞:Term-Games-Tournament MethodJigsaw ⅡSocial comparisonSociocognitive Conflictstatus hierarchybullying
相關次數:
  • 被引用被引用:1
  • 點閱點閱:190
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  • 下載下載:57
  • 收藏至我的研究室書目清單書目收藏:2
合作學習教學策略是近代廣泛使用的教學策略,許多研究主要聚焦於透過學生彼此互動與合作提升學習成效,本研究欲瞭解合作學習教學策略對學生社會互動的影響,本研究於2021年于一所小學的四個四年級班級進行合作學習教學,先施予前測瞭解學童於教學前學生的對於同學間社會比較、地位階級和霸凌意圖的態度,再分別以小組遊戲競賽法和拼圖法第二代(合作學習)進行教學,最後在課程實施之後,本研究再進行後測。在社會比較態度方面,研究結果顯示在教學後學生的能力比較顯著下降,觀點比較略為提升,其中小組遊戲競賽法的能力比較下降程度比拼圖法第二代影響顯著;整體學生的認知衝突調節在教學後顯著下降,以小組遊戲競賽法教學後,學生的關係衝突調節下降,拼圖法第二代教學後,學生的關係衝突調節分數則提升。在地位階級方面,在教學後整體學生地位階級顯著提升,其中又以拼圖法第二代較為顯著,而地位階級高的學生較傾向以觀點比較來增加地位階級差距。在進行合作學習教學後,整體學生在教學後的霸凌意圖皆提升,其中關係霸凌達顯著效果。本研究結果建議教師在以合作學習教學策略進行教學以提升學習成效時,應考量該教學策略對學生彼此間關係之影響。
Cooperative learning teaching strategy is widely used by teachers in in recent years.This study aims to understand the impact of cooperative learning teaching strategy on students' social interaction. Therefore, this study aims to understand whether cooperative learning can affect the students’ attitude of social comparison and affect their status hierarchy attitude to predicted higher bullying. This study conducted a quasi-experimental research with fourth-grade students in elementary schools in June 2021. A pre-test to understand students' social comparison attitude、status hierarchy attitude and bullying attitude . Then the experimental group separately perform the group learning strategy of the Term-Games-Tournament Method (TGT) and the Jigsaw Ⅱ, then we conducted the post-test. Findings suggested that the group learning strategy of the Term-Games-Tournament Method (TGT) and the JigsawⅡ had a significant impact on partial social comparison attitudes of elementary school students. Furthermore, social comparison attitudes had a significant impact on partial status hierarchy attitudes, and status hierarchy attitudes had a significant impact on partial bullying attitudes. The results could provide useful information for teachers to use cooperative learning teaching strategies for teaching.
第一章 緒 論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 研究流程 4
第二章 文獻回顧 5
第一節 霸凌 5
第二節 合作學習 14
第三節 社會比較 35
第四節 地位階級 41
第三章 研究方法 45
第一節 研究架構 45
第二節 研究假設 45
第三節 調查方法 47
第四節 問卷設計 50
第五節 課程設計 56
第四章 結果分析 61
第一節 樣本描述 61
第二節 以合作學習教學策略進行教學對於國小學生社會比較之影響 62
第三節 社會比較對於國小學生感知地位階級之影響 82
第四節 地位階級差距對於國小學生霸凌意圖之影響 90
第五章 結論與建議107
第一節 研究結論 107
第二節 研究建議 112
參考文獻 115
附錄一 前測問卷 129
附錄二 後測問卷 132
附錄三 家長同意書135



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