應用同儕協助學習策略於國小融合教育之資訊課程

The Study of Applying the Peer-Assisted Learning Strategies on Elementary Students' Computer Skills and Attitudes in the Inclusive Classroom

呂宜娟(Yi-Chuan Lu) ； 崔夢萍(Meng-Ping Tsuei)

《教學科技與媒體》 94期 (2010/12) Pp. 60-74

摘要

本研究目的爲探討同儕協助學習策略(Peer-assisted learning strategies, PALS)在普通班融合教育中，資訊課程對學生學習表現以及對特殊學生注意力的影響。本研究採準實驗設計研究共進行八週實驗教學。研究對象爲台北市某國小四年級兩個班級學生，實驗組共29人，控制組共29人，兩組皆包含特殊學生。研究結果發現PALS實驗組融合班的一般學生，簡報作品表現顯著優於控制組；再者，PALS教學策略能提升普通班融合教育兩位特殊學生，資訊課程的成績、作品完成度以及學習注意力。本研究結果支持同儕協助學習策略運用於普通班融合教育的資訊課程，可做爲融合教育中有效教學模式參考。

關鍵字

同儕協助學習策略 ； 融合教育 ； 資訊課程

並列摘要

The purposes of this study were to explore the effects of peer-assisted learning strategies (PALS) on students' computer skills for both general and students with special needs in the inclusive classroom.
An equivalent pretest-posttest experimental design was adopted in this study. Two fourth-grade classes in an elementary school located in Taipei city were selected. They were assigned to the experimental group and the comparison group. There were 29 students in each of the group. Two classes were the inclusive classroom which include at least one student with special needs. This study was implemented for eight weeks. PALS was adopted for teaching the Impress PowerPoint in the computer class in the experimental group. The whole-classroom instruction was adopted in the comparison group. The results of this study indicated that students in the experimental group outperformed students in the control group on the Impress PowerPoint products (p＜.001, p＜.01). Moreover, PALS effectively enhanced the special students' computer learning, Impress PowerPoint product completion, and the attention toward learning.
The results of this study supported the effectiveness of peer-assisted learning strategies in the computer class in the inclusive education.

並列關鍵字

Peer-assisted learning strategies PALS ； Inclusive education ； Computer class