體驗區
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| 篇名 |
國民中學生物科多模式教學的學術功效
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| 並列篇名 |
A STUDY ON THE EFFECT OF BROADER REPERTOIRE OF INSTRUCTIONAL MODELS ON ACADEMIC ACHIEVEMENT OF JUNIOR HIGH SCHOOL BIOLOGY
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| 作者 |
楊榮祥
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| 中文摘要 |
本研究上一年曾探讨两种「探讨式」与「组织因子」教学模式对学生学习的影响。变异数分析结果发现，探讨教学模式对不同认知发展水准的学生并无显著不同的功效，但班级学习活动中「活跃学生」比「非活跃学生」，无论在知识、推理应用及解决问题能力上，均有显著优异的表现（P<0.01），另外共变量分析结果显示，这三种教学模式无论在知识、归纳性与扩散性思考的成就上，均优于对照组（P<0.01）（杨荣祥，民75年）。
本年再加上另外三种教学模式，包括「概念达成」与二种属于社会性交互作用类的模式（「集体探讨」与「角色扮演」），运用3×3×3多因子实验设计，以探讨不同组合教学模式的功效。变异数分析，再经由单纯主要效果分析比较结果显示：(1)运用「多种教学模式」的两组，都比运用「单一教学模式」的一组，无论在学术或科学态度上，均有显著优异（P<0.01）的表现；(2)所实验三组不同的教学模式组合，对于不同认知发展水准的学生都无显著不同的功效。
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| 英文摘要 |
In the previous year program, 3-way ANOVA with a repeated measure was applied to test the effect of inquiry and expository models of instruction. No significant A (repertoire of instructional models) X B (different levels of cognitive development) interaction was found, but there appeared significant B X C (pre, mid, and post-tests) interaction. THe follow-up analysis indicated that the active students were superior to the non-active students. The greater number of the active students in the classes of inquiry learning models suggested that the inquiry approach of instruction increased the students' freedon of action, leading them to better learning.In the study this year, three more instructional models, including concept attainment and two other models in the realm of "social interaction family", i. e. "group investigation and role-playing", were added for further study on the effect of different repertoire of instuctional models. Again, 3 x 3 x 3 factorial design with a repeated-measure in C factor was applied. The result indicated that (1) students in the broader repertoire of instructional models were signigicantly (p < .01) better than the students in the single model of instruction on tested dependent variable, (2) no signigicant A (different repertoire of instructional models) f B (different levels of cognitive development) interaction was found.
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| 頁次 |
497-519
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| 關鍵詞 |
TSSCI
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| 卷期 |
32:1
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| 日期 |
1987
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| 刊名 |
教育科學研究期刊
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| 出版單位 |
國立臺灣師範大學
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