政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/31816
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113303/144284 (79%)
造访人次 : 50822248      在线人数 : 457
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/31816


    题名: The Effectiveness of Various Ability Groupings in an EFL Cooperative Learning Classroom
    作者: 邵敏惠
    Shao,Min-huei
    贡献者: 劉雪珍
    Liu,Cecilia H.C.
    邵敏惠
    Shao,Min-huei
    关键词: 合作教學
    分組學習
    cooperative learning
    ability grouping
    heterogeneous grouping
    homogeneous grouping
    日期: 2005
    上传时间: 2009-09-14 12:17:37 (UTC+8)
    摘要: 本研究的研究目的是提供英文老師如何在課堂上有效運用合作教
    學，並提供老師在處理合作學習分組上一些適當、 有用的建議。本研究以一班台北市高職二年級學生為對象，以四種合作教學法應用在他們英文課上，並將實驗劃分為兩階段—同質學習能力小組及異質學習能力小組。藉此探討不同學習能力的學生對不同能力分組方式，有何感受及差異。此外，本論文亦深入探討合作學習在學生情意領域上的影響， 比照他們在不同分組階段後的感受及成效。
    資料蒐集方式包括兩份主要問卷調查，分別於不同分組階段後實施，及學生週誌、課堂觀察、及訪談。資料分析方式為量化的描述性統計及質化內容分析法。研究結果摘要如下：
    一. 高成就學生偏好同質學習能力分組，並在社會技巧及英語學習上，顯著優於其他同學。
    二. 低成就學生偏好異質學習能力分組，實施合作教學後，對於學習意願、上課態度上，有明顯進步。
    三. 實施合作教學後，大部分學生在英語學習、學習興趣、態度、及社會技巧、人際關係上，皆有提升。
    The purpose of the study is to examine the effect of different groupings of Cooperative Learning on an English class of vocational high school students in Taiwan. Cooperative Learning is one of the teaching techniques applied in EFL classrooms, proved to be effective in promoting students’ academic achievement, affective domain as well as improving students’ interpersonal relationship. Although many EFL teachers in Taiwan have adopted cooperative learning to their teaching, not all of them paid attention to the grouping criteria. This study aims to investigate which ability grouping, heterogeneous or homogeneous, can bring most benefits to the students in their English learning and affective domain. In other words, this study tries to probe in the effectiveness of cooperative learning, by students’ perception, whether their learning attitude, achievement and social skills are enhanced through cooperative learning. And the relationship between different ability levels of the students and their preference for different groupings is also investigated.
    The grouping criteria, based on the participants’ academic achievement, divide the experiment into two stages—heterogeneous grouping and homogeneous grouping. Four cooperative learning methods are applied in the class—Students Team Achievement Division (STAD), Teams-Games-Tournaments (TGT), Learning Together (LT) and Jigsaw.
    Forty-two students, taught by the researcher, from the 2nd year class at a vocational high school in Taipei, have participated in this study. By conducting questionnaires after the two stages of different groupings and oral interviews at the end of the experiment, the researcher collected and analyzed the data.
    The findings of the study indicate that high-ability students prefer to work with the similar-ability peers, while low-ability ones prefer to work in heterogeneous groups. The participants are positive toward the effectiveness of cooperative learning in promoting their English learning, learning attitude and social skills. By running SPSS, the statistical results also show significant difference that high-achieving students are satisfied with the improvement of their social skills and English learning more than the students of other levels when they are placed in homogeneous groups.
    The study not only provides EFL teachers with an effective framework of applying cooperative learning in English class, but also offers teachers appropriate and useful suggestion in adopting different groupings. Based on the above results, some pedagogical implications for English teachers and suggestions for learning strategy instructions are provided at the end of the study.
    參考文獻: Abrami, P.C., Chambers, B., Poulsen, C., Simone, C.D., D’Apollonia, S., & Howden, J. (1995). Classroom Connections: Understanding and Using Cooperative Learning. U.S.A.: Harcourt Brace & Company Canada, Ltd.
    Brody, C. (1998). The significance of teacher beliefs for professional development and cooperative learning. In C.M. Brody & N. Davidson (Eds.) Professional development for cooperative learning: Issues and approaches.(pp.25-62) Albany: State University of New York Press.
    Chan, F.C. (2003). The Effects of Cooperative Learning Through Literature Reading on Taiwan Senior High Repeaters` Reading Comprehension : A Case Study in I-lan Senior High School. Unpublished master thesis, National Taiwan Normal University, Taipei, ROC.
    Chang, H.M, Jasmine. (2003). The effects of various ability groupings on learning attitudes and academic achievement of cooperative learning groups. Unpublished master thesis, Tamkang University, Taipei, ROC.
    Chen, L.S. (2002). The effectiveness of cooperative learning in an EFL vocational senior high classroom. Unpublished master thesis, National Chung Cheng University, Chia-yi, ROC.
    Chiu Y. H. (2002). Cooperative learning in one junior high school English classroom: An action research. Unpublished master thesis, National Taiwan Normal University, Taipei, ROC.
    Clark, D. (1999). Learning Domains or Bloom`s Taxonomy. Big Dog and Little Dog proudly presents their juxtaposition of Performance, Learning, Leadership & Knowledge. Retrieved March 24, 2006, http://www.nwlink.com/~donclark/hrd/bloom.html
    Clarke, R. (1997). Innovative faculty team programs: an administrator’s handbook. New York: Parker Publishing co., Inc.
    Davidson, N. (2002). Cooperative and collaborative learning. In J.S. Thousand, R.A Villa, & A.I. Nevin (Eds.), Creativity collaborative learning (pp.181-195) Maryland: Paul H. Brookes Publishing Co.
    Education and Manpower Bureau. (2003). 教材套使用指南. 教本資優課程教師培訓教材套: 情意教育. Retrieved March 26, 2006, http://prod1.e1.com.hk/education2/instruction.html
    Farivar, S. & Webb, N. (1998). Preparing teachers and students for cooperative work: Building communication and helping skills. In C.M. Brody & N. Davidson (Eds.) Professional development for cooperative learning: Issues and approaches.(pp.25-62) Albany: State University of New York Press.
    Feng, C.C, Matthew. (2001). The effectiveness of Grouping in an EFL cooperative Learning Classroom. Unpublished master thesis, Tamkang University, Taipei, ROC.
    Hertz-Lazarowitz, R. (1992). Understanding interactive Behaviors: looking at peer I interactions of the classroom. In R. Hertz-Lazarowitz, & N.Miller (Eds.), Interaction in cooperative groups (pp.71-101) Cambridge: Cambridge University Press.
    Hooper, S., Ward, T. J., Hannafin, M.J., & Clark, H.T. (1989). The effects of aptitude composition on achievement during small group learning, Journal of Computer Based Instruction, 16(3), 100-110.
    Huitt, W. (2003). A systems model of human behavior. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved March 24, 2006, http://chiron.valdosta.edu/whuitt/materials/sysmdlo.html
    Jacob, E. (1999). Cooperative learning in context. Albany: State of University of New York Press.
    Johnson, D.W. & Johnson, R.T. (1993). Circle of Learning (4th ed). Edina: Interaction Book Company.
    Johnson, D.W. & Johnson, R.T. (1993). Creative and critical thinking through academic controversy. American Behavioral Scientist, 37(1), 40-54.
    Johnson, D.W., Johnson,R.T., & Holubec, E.J. (1994). Cooperative Learning in the classroom. Virginia: the Association for Supervision and Curriculum Development
    Johnson, D.W. & Johnson, R.T. (2002). Ensuring diversity is positive. In J.S. Thousand, R.A Villa, & A.I. Nevin (Eds.), Creativity collaborative learning (pp.197-208) Maryland: Paul H. Brookes Publishing Co.
    Kagan, S. (1990). Cooperative learning: Resources for teachers. CA: Resources for Teachers.
    Kagan, S. (1994). Cooperative Learning. San Clemente: Kagan Cooperative Learning.
    Kagan, S. & Kagan, M. (1998). Staff development and the structural approach to cooperative learning. In C.M. Brody & N. Davidson (Eds.) Professional development for cooperative learning: Issues and approaches.(pp.103-121) Albany: State University of New York Press.
    Lai, M. (2002). A study of cooperative learning in the EFL junior high classroom. Unpublished master thesis, National Chung Cheng University, Chia-yi, ROC.
    Liang, T.L. (2002). Implementing cooperative learning in EFL teaching process and effects. Unpublished master thesis, National Taiwan Normal University, Taipei, ROC.
    Lu, S.C. (2003). The study of cooperative learning in the EFL conversation classroom in commercial vocational high school. Unpublished master thesis, National Chengchi University, Taipei, ROC.
    McCarthey, S.J. & McMahon, S. (1992). From convention to Invention: Three approaches to peer interactions during writing. In R. Hertz-Lazarowitz, & N.Miller (Eds.), Interaction in cooperative groups (pp.17-135) Cambridge: Cambridge University Press.
    McLeod, S.H. (1991). The Affective Domain and the Writing Process: Working Definitions. JAC. Retrieved March 24, 2006, http://jac.gsu.edu/jac/11.1/Articles/6.htm#top
    Miller, N. & Harrington, H.J. (1992). Social categorization and inter-group acceptance. In R. Hertz-Lazarowitz, & N.Miller (Eds.), Interaction in cooperative groups (pp.71-101) Cambridge: Cambridge University Press.
    Murray F.B. (2002). Why understanding the theoretical basis of cooperative learning enhances teaching success. In J.S. Thousand, R.A Villa, & A.I. Nevin (Eds.), Creativity collaborative learning (pp.175-180) Maryland: Paul H. Brookes Publishing Co.
    Prinz, S.M. (1998). The effects of various ability grouping on achievement and attitude outcomes in cooperative learning groups. University of South Carolina.
    Rolheiser, C. & Stevahn L. (1998). The role of staff developers in promoting effective teacher decision-making. In C.M. Brody & N. Davidson (Eds.) Professional development for cooperative learning: Issues and approaches.(pp.63-78)) Albany: State University of New York Press.
    Sapon-Shevin, M, Ayres, B.J. & Duncan, J. (2002). Cooperative learning and inclusion. In J.S. Thousand, R.A Villa, & A.I. Nevin (Eds.), Creativity collaborative learning (pp.209-221) Maryland: Paul H. Brookes Publishing Co.
    Sharan, S. (1980). Cooperative learning in small groups: recent methods and effects on achievement, attitudes, and ethnic relations. Review of Educational Research, 50 (2), 241-271.
    Sharan, S. & Sharan, Y. (1992) Expanding cooperative learning through croup investigation. New York: Teachers College Press.
    Slavin, R.E. (1992). When and why does cooperative learning increase achievement? Theoretical and empirical perspectives. In R. Hertz-Lazarowitz, & N. Miller (Eds.), Interaction in cooperative groups (pp.145-173) Cambridge: Cambridge University Press.
    Slavin, R.E. (1995). Cooperative learning. Needham Hights: Allyn and Bacon.
    Tsai, S. (1998). The effects of cooperative learning on teaching English as a foreign language to senior high school students. Unpublished master thesis, National Taiwan Normal University, Taipei, ROC.
    Vygotsky (1978). Mind in society: The development of higher psychological process. Cambridge: Harvard University Press.
    Webb, N.M. (1982). Predicting interaction and learning in cooperative small groups. Journals of educational psychology, 74,635-655
    Webb, N.M. (1992). Testing a theoretical model of student interaction and learning in small groups. In R. Hertz-Lazarowitz, & N. Miller (Eds.), Interaction in cooperative groups (pp.102-119) Cambridge: Cambridge University Press.
    Weng C.L. (2003). A study of cooperative English learning in a junior high classroom. National Chung Cheng University, Chia-yi, ROC.
    Yeh, Y.C. (2004). Student’s perceptions of cooperative learning methods in one senior high school EFL classroom in Taiwan. Master Thesis. Ming Chuan University.
    描述: 碩士
    國立政治大學
    英國語文學系英語教學碩士在職專班
    91951014
    94
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0919510142
    数据类型: thesis
    显示于类别:[英國語文學系] 學位論文

    文件中的档案:

    档案 大小格式浏览次数
    index.html0KbHTML21033检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈