運用同儕師徒制促進國中學生國文學習成就與學習適應之行動研究

The Action Research on Using Peer Mentoring to Promote Chinese Learning Achievement and Learning Adaptation of Junior High School Students

王琬淳(Wan-Chun Wang)

《教育研究論壇》 4卷2期 (2013/06) Pp. 159-182

摘要

本研究旨在探討同儕師徒制的方案規劃要素為何，方案實施情形為何，及其對參與者之國文學習成就與國文學習適應之改變為何。以研究者導師班自願參與方案之學生為研究對象，進行為期十二週，兩個循環階段之同儕師徒制行動方案，透過質性為主量化為輔的資料蒐集，同時於過程中與研究諍友、專家對話，從中不斷省思，以忠實呈現方案實施情形與成效評估。本研究結論如下：（一）同儕師徒制為一方便實務工作者使用之輔助教學策略（二）同儕師徒制營造一自然環境促使學生主動改善學習（三）同儕師徒制為能有效提升國文學習成就之輔助教學策略（四）同儕師徒制為能改善學習適應之輔助教學策略（五）同儕師徒制方案有助師傅生社會性心理功能的改變（六）同儕師徒制有助教師發現學生個別學習問題（七）同儕師徒制能輔助講述法於常態編班教學的不足最後，根據研究結論與發現，對欲實施同儕師徒制的現場教師，及未來欲從事同儕師徒制相關研究人員提出實務與研究建議。

關鍵字

同儕師徒制 ； 國中國文 ； 國文教學 ； 國文學習成就 ； 國文學習適應

並列摘要

The purpose of this study was to explore factors that should be considered in planning a peer mentoring project, how this project was implemented, and the changes in the participants' learning achievement and learning adaptation. The participants were selected from the researcher's class students who volunteered to take part in this project. They were involved in a two-phase peer mentoring project over 12 weeks. During this period of time, qualitative data were collected via observation, interview and document analysis. Besides, quantitative data, including scores on regular tests and ”Learning Adaptation Scale-Revised Edition” before and after the project were analyzed using nonparametric dependent-sample Wilcoxon Sign-Rank Test. Moreover, the researcher also reflected on this project through frequent discussions with friends and experts and performed triangulation of data from various sources to have an more in-depth and comprehensive evaluation of the effectiveness of this project.The main conclusions of this study were as follows:(1) Peer mentoring is an auxiliary teaching strategy convenient for use by practitioners.(2) Peer mentoring creates a natural environment that can motivate students to improve their learning.(3) Peer mentoring is an auxiliary teaching strategy that can effectively improve students' learning achievement in Chinese.(4) Peer mentoring is an auxiliary teaching strategy that can improve students' learning adaptation.(5) Peer mentoring can induce changes in socio-psychological functions in mentors.(6) Peer mentoring helps teachers identify learning problems in individual students.(7) Peer mentoring can support didactic instruction in normal grouping classes. Finally, based on research findings and conclusions, this study also provided some suggestions to teachers planning to use peer mentoring and researchers of peer mentoring respectively.

並列關鍵字

peer mentoring ； Chinese for junior high school students ； Chinese teaching ； learning achievement in Chinese ； learning adaptation in Chinese