資優同儕鷹架支持與電腦輔助教學對提昇身障學生數學學習成效與互動品質之研究
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2005
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中文摘要
本研究旨在探討資優生運用同儕鷹架支持策略協助身障學生數學CAI學習之成效，以及前述兩類學生之互動品質分析。樣本為台北市西門國小五、六年級身心障礙學生，接受為期八週，每週一節的「同儕鷹架支持」教學，教學者為五、六年級資優學生，以一對一方式進行。實驗組及控制組學生各12人，控制組學童在同一時間進行一般數學CAI學習活動，沒有接受鷹架支持。
本研究工具為：1.「鷹架支持引導活動課程」，2.「數學CAI教材」，3.「助人行為問卷」，4.實驗教學觀察記錄，及5.課程省思回饋表。量化資料以單因子共變數分析進行差異考驗；質化資料以內容分析編碼整理。本研究主要發現如下：
一、身心障礙學生數學CAI學習成效
實驗組在數學CAI學習成效顯著高於控制組（F=8.194 , p< .01）。原因可能為：資優學生與身障學生對於鷹架支持策略的正向感受；資優學生與身障學生具良性的互動歷程； 協助者(資優學生)具備熟練的鷹架支持技能。
二、資優學生情意態度的改變
透過「鷹架支持策略引導訓練課程」、互動歷程資料分析，研究者發現資優學生「助人行為」雖個別差異頗大，然「個別內差異」並無明顯變化。其主要原因可能與資優學生的助人意願、人格特質有關。
三、身心障礙學生與資優學生互動品質改變
部分學生在前後測間互動品質有改變，主要原因與協助者支持態度、耐心程度、以及受益者配合態度、學習動機有關。
ABSTRACT This research aims at analyzing the learning effectiveness and the interactive process of helping students with learning disability by the scaffolding support of gifted schoolmates. Quasi-experimental design was adopted in this research. The design of pretests and posttests were based on equivalent control groups. The experiment and control groups were both sampled from learning-disabled students of fifth and sixth grades of an elementary school in Taipei. Both groups have 12 students. The experiment continued for eight weeks, one class of mathematics each week, with Computer-Aided Instruction (CAI). Students of the experiment group were taught one-by-one by gifted schoolmates of the same age through the scaffolding support. Students of the control group leveraged CAI for self-learning. The research process includes the design of courses encouraging scaffolding support, mathematics CAI material, questionnaire on helping behavior, and other qualitative data, such as the observing record of experimental instruction, video tapes, and feedback tables of courses. The quantitative data was based on the content analysis. The major discovery of this research was described as the follows. The experiment group with the scaffolding support has significant improvement than the control group. The possible reasons of the significance include the positive impact of the scaffolding support strategies for both gifted students and students with learning disability, the effective interactive process between the two categories of exceptional students, and the scaffolding support skills of the gifted students. Based on data analysis of the interactive process of the training courses with scaffolding support, the helping attitude of gifted students has significant individual difference. However, difference within the group shows the opposite direction. The main reason was probably related to the help willingness and personality of gifted students in the experiments. Through the scaffolding support, the interactive quality of some exceptional students was changing based on the CAI learning platform. This mostly relates to the helping attitude and patience of the gifted students, as well as the learning attitude and motivation of the learning-disabled students. This thesis describes the research process in details. The research results are discussed and suggestions are also proposed for the educational application and future research.
ABSTRACT This research aims at analyzing the learning effectiveness and the interactive process of helping students with learning disability by the scaffolding support of gifted schoolmates. Quasi-experimental design was adopted in this research. The design of pretests and posttests were based on equivalent control groups. The experiment and control groups were both sampled from learning-disabled students of fifth and sixth grades of an elementary school in Taipei. Both groups have 12 students. The experiment continued for eight weeks, one class of mathematics each week, with Computer-Aided Instruction (CAI). Students of the experiment group were taught one-by-one by gifted schoolmates of the same age through the scaffolding support. Students of the control group leveraged CAI for self-learning. The research process includes the design of courses encouraging scaffolding support, mathematics CAI material, questionnaire on helping behavior, and other qualitative data, such as the observing record of experimental instruction, video tapes, and feedback tables of courses. The quantitative data was based on the content analysis. The major discovery of this research was described as the follows. The experiment group with the scaffolding support has significant improvement than the control group. The possible reasons of the significance include the positive impact of the scaffolding support strategies for both gifted students and students with learning disability, the effective interactive process between the two categories of exceptional students, and the scaffolding support skills of the gifted students. Based on data analysis of the interactive process of the training courses with scaffolding support, the helping attitude of gifted students has significant individual difference. However, difference within the group shows the opposite direction. The main reason was probably related to the help willingness and personality of gifted students in the experiments. Through the scaffolding support, the interactive quality of some exceptional students was changing based on the CAI learning platform. This mostly relates to the helping attitude and patience of the gifted students, as well as the learning attitude and motivation of the learning-disabled students. This thesis describes the research process in details. The research results are discussed and suggestions are also proposed for the educational application and future research.
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Keywords
鷹架支持, 電腦輔助教學, 資優同儕, 身障學生, Scaffolding Support, Computer-Aided Instruction, Gifted Schoolmates, Disabled Students