網路2.0合作學習對國小高年級學童學習效果之研究

Abstract

本研究旨在探究網路2.0合作學習對國小高年級學童學習之影響。具體而言，本研究目的為探討「網路2.0合作學習」是否較「講述式教學」及「傳統STAD合作學習」有助於提升高年級學童的修辭格辨別能力與增強其學習動機。本研究採準實驗法，以台北縣某國小六年級三班共106位學童為實驗對象，進行為期九週之實驗教學。自變項為「教學策略」與「能力水準」；依變項為國語「修辭格辨別能力」與「學習動機」。研究工具包括「國小高年級修辭格辨別能力測驗」與「國小高年級生學習動機量表」。根據研究結果顯示：整體而言，接受不同「教學策略」，對學童在「修辭格辨別能力」測驗與「學習動機」上皆達顯著差異。而接受不同「教學策略」，對國語科不同「能力水準」之學童在「修辭格辨別能力」測驗上產生交互作用，但於「學習動機」上卻沒有交互作用。進一步討論得知：「網路2.0合作學習」策略對於學童之學習成效及學習動機皆有顯著的提升效用，且不論對高、低能力水準之學童均有明顯之助益；而「傳統STAD合作學習」策略不論就學童之學習成效或學習動機而言，表現僅略優於「講述式教學」策略，但並無達到統計上的顯著差異。The research aimed at discussing the learning effects of Web 2.0 Cooperative Learning on elementary school senior graders. As a whole, the aim of the research was to explore whether the Web 2.0 Cooperative Learning could be more helpful than the Didactic Instruction and the traditional Cooperative Learning---STAD on promoting students’ abilities of rhetorical distinction and strengthening their learning motivation. The research was a Quasi-experimental Design. The samples of this research were 106 sixth graders who came from three classes in the Taipei County Elementary School. This teaching experiment lasted for nine weeks. The independent variables were “teaching strategies” and “levels of abilities”; the dependent variables were “rhetorical ability in Chinese” and “learning motivation.” The research tools included “ Rhetorical Ability Test on the sixth graders in the elementary school” and “Learning Motivation Scale on the sixth graders in the elementary school.” According to the results of this research, they showed that different “teaching strategies” had significant differences in the “rhetorical ability” and “learning motivation.” However, different “teaching strategies” had interaction in “rhetorical ability” of students who had different “ability level” in Chinese; whereas there was no interaction in “learning motivation.” After further discussion, we found that Web 2.0 Cooperative Learning Strategy could significantly improve students’ learning effectiveness and learning motivation. Besides, whether the students were high or low ability levels, the results showed that Web 2.0 Cooperative Learning Strategy had significant benefit on those students. We also found that “traditional Cooperative Learning---STAD” was a little superior to “Didactic Instruction” in terms of students’ learning effectiveness and learning motivation and that the results on statistic had no significant difference.