English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113656/144643 (79%)
Visitors : 51732310      Online Users : 676
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/97635


    Title: 概念構圖法:合作學習抑個別學習
    Other Titles: Concept Mapping: Collaboratory vs. Individual Learning
    Authors: 余民寧 ; 潘雅芳 ; 林偉文
    Keywords: 概念構圖 ; 概念圖 ; 合作學習 ; 個別學習 ; 有意義的學習
     Concept mapping ; Concept map ; Collaboratory learning ; Individual learning ; Meaningful learning
    Date: 1996-12
    Issue Date: 2016-06-04 14:44:18 (UTC+8)
    Abstract: 本研究的目的，旨在比較兩種不同的學習方法(即合作式與個別式)在學 習慨念構圖法的成效及其學習態度的差異。兩班教學年資不一的在職進修教師為 受試者，分別以個別學習和合作學習方式接受概念構圖的教學與學習，並以t考 驗等統計方法檢定這兩種學習方法在前測成績、後測成績、概念圖評分成績、及 態度測量總分上的差異。結果發現:概念構圖確實可以應用到諸如「測驗編製」 課程上，以作為一種有效的教學與學習方法;並且，「合作學習組」受試者在進 步分數、後測成績、及慨念圖評分成績上，都顯著地比「個別學習組」受試者為 優，但什態度測量總分上，兩組則沒有顯著差異存在;往學習概念構圖法後，絕 人多數受試者對概念構圖均有正面的學習態度和認識。最後，本研究亦提出對未 來的教學、評量、與研究涵義的說明與建議。
    The purpose of this paper is to compare the effectiveness anddifferences of learning concept-mapping techniques by using two differentlearning method : collaboratory learning and individual learning. Twogroups of in-service teachers are used as subjects for this research. Theyhad been taught, learned, and evaluated witli concept mapping. And the t-test is used for testing the differences in pretest scores, posttest scores,concept-map scores, and attitude measures between these two learninggroups. Final results show that concept mapping can be applied to thecollege course, such as `test construction`, as an effective teaching method.The gain-scores, posttest scores, and concept-map scores of thecollaboratory learning group are higher than those of the individuallearning group. And there is no difference in attitude measures betweenthese two groups. Finally, after learnig the concept mapping, mostsubjects report that they have a positive attitute to learning this methodand feel about positive effects on their achievement. The implications forteaching, evaluation, and future research are also proposed and discussed.
    Relation: 教育與心理研究, 19,93-124
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML2321View/Open
    index.html0KbHTML2303View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    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 ©   - Feedback