题名

運用同儕協助學習策略於國小融合教育國語文學習之研究

并列篇名

The Impact of Peer-Assisted Learning Strategies on Elementary Students' Chinese Language Learning and Peer Relationships in the Inclusive Classroom

DOI

10.6172/BSE200603.3001002

作者

崔夢萍(Meng-Ping Tsuei)

关键词

同儕協助學習策略 ； 融合教育 ； 教學管理系統 ； 國小國語文教學 ； peer-assisted learning strategies ； inclusive education ； instructional management system ； elementary Chinese language instruction

期刊名称

特殊教育研究學刊

卷期/出版年月

30期（2006 / 03 / 01）

页次

27 - 52

内容语文

繁體中文
中文摘要

The purposes of the study were to develop an instructional management system and examine the effects of peer-assisted learning strategies on students' Chinese learning and peer relationships in the inclusive elementary school classroom. Sixty-nine third-grade students, including two students with learning disabilities, participated in this study for twelve weeks. The results of this study were: (1) The peer-assisted-learning instructional management (PAL TM) system can effectively enhance teacher's implementation of PALS, including the forming of pair-groups, recording and analyzing of students' scores, and rewarding of students' performance; (2) Students in the experimental group outperformed students in the control group on Chinese language achievement tests and reading comprehension tests (p＜.05), with repeated ANOVA analysis of curriculum-based assessment in the experimental group showing linear regression (p＜.005) and cubic curve regression (p＜.05) for the best fit to students' performance; (3) PALS effectively enhanced the Chinese language learning of two students with learning disabilities in the inclusive classroom, with weekly improvement rates of 1.4 to 0.77 according to a curriculum-based assessment for two LD students (these rates were higher than the rates for general students in the same classroom); (4) PALS can effectively enhance higher-ability students' peer relationships (p＜.05), and while there is no such effect on general-ability, low-ability and two LD students, the social index on the posttest was slightly lower than on the pretest for LD students. Results supported the theory that PAL TM-system and peer-assisted learning strategies can effectively enhance general and special students' Chinese learning in the inclusive classroom. Moreover, they also suggested that peer-assisted learning strategies are an excellent instructional model in the inclusive education.
英文摘要

The purposes of the study were to develop an instructional management system and examine the effects of peer-assisted learning strategies on students' Chinese learning and peer relationships in the inclusive elementary school classroom. Sixty-nine third-grade students, including two students with learning disabilities, participated in this study for twelve weeks. The results of this study were: (1) The peer-assisted-learning instructional management (PAL TM) system can effectively enhance teacher's implementation of PALS, including the forming of pair-groups, recording and analyzing of students' scores, and rewarding of students' performance; (2) Students in the experimental group outperformed students in the control group on Chinese language achievement tests and reading comprehension tests (p＜.05), with repeated ANOVA analysis of curriculum-based assessment in the experimental group showing linear regression (p＜.005) and cubic curve regression (p＜.05) for the best fit to students' performance; (3) PALS effectively enhanced the Chinese language learning of two students with learning disabilities in the inclusive classroom, with weekly improvement rates of 1.4 to 0.77 according to a curriculum-based assessment for two LD students (these rates were higher than the rates for general students in the same classroom); (4) PALS can effectively enhance higher-ability students' peer relationships (p＜.05), and while there is no such effect on general-ability, low-ability and two LD students, the social index on the posttest was slightly lower than on the pretest for LD students. Results supported the theory that PAL TM-system and peer-assisted learning strategies can effectively enhance general and special students' Chinese learning in the inclusive classroom. Moreover, they also suggested that peer-assisted learning strategies are an excellent instructional model in the inclusive education.
主题分类 社會科學 > 教育學
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被引用次数
  1. 陳奕卉、孔淑萱(2016)。同儕協助學習策略對提升國小學習障礙學生閱讀理解成效之研究。特教論壇，21，1-25。
  2. 黃國鑫、張瓊文(2007)。同儕教導之個案研究：以國小普通班聽覺障礙學生爲例。身心障礙研究，5(2)，90-107。
  3. 黃澤洋,孫淑柔(2018)。普通班身心障礙學生學校支持服務模式之建構。當代教育研究季刊，26(1)，77-113。
  4. 孔淑萱(2019)。同儕輔助學習策略對提升國小三年級學生語文能力表現之研究：差異化教學之本土實踐。課程與教學，22(2)，205-233。
  5. 林佩妤、孔淑萱(2017)。同儕協助學習策略對提升國小學習障礙學生四則運算文字題學習成效之研究。特教論壇，23，32-57。
  6. 潘倩玉(2011)。同儕教導之成效及其在融合式體育課程之實務應用。中華體育季刊，25(1)，129-138。
  7. 潘彥瑾,陳嘉怡(2022)。網路世代使用跨國同步視訊學習在華語聽力表現上的成效。嘉大教育研究學刊，48，31-65。
  8. 石明玉,孔淑萱(2019)。運用同儕學習策略提升國小學生閱讀能力成效之研究。特教論壇，26，1-23。
  9. 巫宜靜(2007)。同儕教導對國小聽覺障礙學生社交技巧學習之研究。特教論壇，2，82-95。
  10. 鄭媛文(2013)。同儕教導學習策略對學生學習成就與情意態度影響之後設分析。教育理論與實踐學刊，28，217-242。
  11. (2013)。普通學生同儕教導對增進國小智障學生生活技能及同儕接納之成效研究。東臺灣特殊教育學報，15，89-120。
  12. (2014)。國小普通班與資源班教師應用同儕中介教學策略之調查研究：融合教育的觀點。東臺灣特殊教育學報，16，1-30。
  13. (2019)。以同儕輔助學習策略之次級介入提升國小學生語文能力：試探性研究。臺東大學教育學報，30(1)，33-72。
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