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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6707

Title: 「同儕師徒制」對國中數學科低成就學生學習成效影響之行動研究
Other Titles: An Action Research of the Effects of Peer Mentoring on the Learning Performance of Junior High School Students with Low Achievement in Mathematics
Authors: 陳宏吉
Contributors: 林素卿
Su-Ching Lin, Ph. D.
陳宏吉
Hung-Chi Chen
Keywords: 同儕師徒制;數學科低成就;學習成效
peer mentoring;low achievement in Mathematics;learning performance
Date: 2008
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 摘 要
本研究目的旨在探討實施「同儕師徒制」對國中數學科低成就學生學習成效的影響。研究者以任教的九年級四位數學科低成就學生為研究對象,採用行動研究法,實施為期ㄧ學期的同儕師徒制活動。透過段考成績、量表、問卷、觀察、訪談與教學日誌等資料的蒐集與分析,以進行研究活動成效與教師專業影響的評估。
本研究發現如下:
一、低成就學生在數學學習成就上的提昇最為明顯,在原始分數與標準化分數上皆呈現大幅的進步。
二、低成就學生在心理功能上獲得良好的改善,其中以降低學生對數學的學習焦慮最顯著。
三、當教師實施同儕師徒制時,可能遭遇活動時間的安排、活動地點的選擇、活動環境的營造與活動成效的評量等難題。
四、能透過同儕師徒制的活動提昇教師專業及改善師生間的關係。
最後,根據本研究發現,分別針對學校行政、教師及未來研究等方面提出具體建議以供參考。


關鍵詞:同儕師徒制、數學科低成就、學習成效
An Action Research of the Effects of Peer Mentoring on the Learning Performance of Junior High School Students with Low Achievement in Mathematics

Advisor: Su-Ching Lin, Ph. D.
Author: Hung-Chi Chen

Abstract
The purpose of this research aims at exploring the effects of peer mentoring on the learning performance of junior high school students with low achievement in Mathematics. The experimented students were four 2nd graders with low achievement in Mathematics from the researcher’s junior high school. The action research was carried out in a semester. The data were collected through student midterm grades, quantitative analysis, questionnaires, teacher observation records, interviews, teaching journals, etc. In addition, data analyses had been applied to evaluate how the peer mentoring program influenced the learning performance of the junior high school students with low achievement in Mathematics and the professional development of teachers.
The major findings of the research are as follows:
1. The promotion of the learning achievement in Mathematics of the low achievement students is the most obvious, and all the four students present the large progress in the raw score and the standardized score.
2. The low achievement students obtain good improvement in the psychological functions, and it is the most obvious that the low achievement students reduce anxiety about learning Mathematics.
3. The teacher may encounter some difficult problems arouse from the peer mentoring program, such as the time arrangement, the selection of the places, the development of the atmosphere and the evaluation of the effects.
4. The peer mentoring program can improve teachers’ professional skills and the relationship between the teachers and the students.
Finally, based on the findings above, suggestions were made for the reference of the school administrative units, teachers and future research.

Keywords: peer mentoring, low achievement in Mathematics, learning performance
Appears in Collections:[教育研究所] 博碩士論文

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