融入提問教學策略的一對一線上家教教學模式

Abstract

本研究旨在探討將提問教學策略應用於一對一線上家教中對教學成效的影響，並修正Bloom (1984)所提出的「五步驟對話模式」(5-step dialogue frame)，成為一個適合用在線上家教環境中的「線上家教提問教學模式」。經過評估後，本研究決定以8位家教對8位學生，共8組的樣本，採用實驗研究法中的重複量數設計法（Repeated Measures），進行一對一線上家教教學的研究。研究分為三個階段，在第一階段無介入任何教學策略，第二階段介入提問教學策略，第三階段則建議家教使用研究者所提供的「線上家教提問教學模式」。 本研究蒐集了學生各階段的前後測成績，家教教學日誌、訪談，以及教學錄影…等資料進行量與質的分析。量化資料採用無母數統計中的魏克遜符號等級考驗分析學生的進步情形，質性資料則藉由家教教學日誌、訪談了解教學狀況與回饋外，更對教學錄影進行編碼並進行序列分析，修正「線上家教提問教學模式」。研究結果顯示，提問教學策略應用於一對一線上家教中能有效的提升教學成效，「線上家教提問教學模式」亦能讓提問教學策略的運用更有效率，且被家教們所接受。The purpose of this study was to investigate the effect of using question teaching strategies on one-to-one online tutoring. And to modify the "5-step dialogue frame" proposed by Bloom (1984) to become an "Online tutoring questions teaching mode", which was suitable for online tutoring environment. After evaluation, we decided to use eight tutors and eight students, a total of eight groups for samples. We used repeated measures design method, one of the experimental methods. This study was divided into three stages. In the first stage, no intervention of any teaching strategies were used. In the second stage, intervened question teaching strategies were used. In the third stage, tutors were recommended to use "Online tutoring questions teaching mode", which proposed by researcher. Quantity and quality data analysis were used to analysis the grades of students’ pretest and posttest of each stages, tutor teaching logs, interviews, and teaching videos. For Quantity data analysis, we used the method of Wilcoxon signed ranks test of Non-parametric Statistics. As for the quantity data analysis, not only did we analyze the tutor teaching logs and interviews to understand the teaching situation, but we also encoded the teaching video for sequence analysis to amend the "Online tutoring questions teaching mode". The result showed that using question teaching strategies in one-to-one online tutoring can enhance the teaching effectiveness effectively. The "Online tutoring questions teaching mode" were accepted by tutors, and also made their questions teaching strategies more efficient.