教師行為對同儕小老師影響下的國中理化科同儕輔導成效之行動研究

Action Research Study on Peer Tutoring Performance of Science subjects at Jnior High School under the influence of teacher behaviors toward peer tutors

楊秉鈞(Ping-Chun Yang)

指導教授 ： 楊嘉喜

中原大學/理學院/化學研究所/碩士(2003年)

https://doi.org/10.6840/cycu200300075

摘要

本研究是研究者反省教學現場之困境，所提出的行動研究策略。將傳統上教師與每一個學生的互動影響，移轉為教師對同儕小老師的互動影響，藉教師正向與負向行為的影響下來提昇同儕輔導的成效。
本研究以桃園縣文昌國中三年級學生為取樣對象，研究對象為三個班級共110名，分派為「實驗一組」、「實驗二組」、「控制組」，實驗分為四個階段，第一、二階段為建立基準線階段；第三階段：介入教師行為對同儕小老師的影響；第四階段則進入保留階段。以「短時間群集分析」與「單一受試者實驗設計」的A-B-A倒返設計進行質與量兼顧的行動研究。旨在探討（一）同儕小老師在教師行為影響下，國三學生實施理化科同儕輔導的成效；（二）共同學習時間對國三學生實施理化科同儕輔導的成效；（三）在教師行為影響下，高、中、低能力同儕小老師其輔導成效的差異；（四）同儕小老師在教師行為的影響下，其本身與受輔生學習成效的個案研究。
研究結果發現：（一）教師行為影響下的理化科同儕輔導具有立即成效與長期成效。且共同學習時間能提升理化科同儕輔導的成效。（二）在教師行為對不同能力的同儕小老師之影響差異方面：教師正向行為對中能力同儕小老師輔導成效的提昇效果最大；而教師負向行為對高、中、低能力同儕小老師的輔導成效都有提昇效果，以對中能力同儕小老師影響最大。（三）在個案研究方面：在教師行為影響下，同儕小老師對受輔生的輔導成效受限於二者理化能力的差距。二者理化能力差距大，互動機會少，雖有教師行為影響，輔導成效並不顯著；而二者理化能力差距小，在教師負向行為影響下，則有競爭多於合作的情形發生。中能力的同儕學習小組，在教師行為影響下其輔導成效表現最佳。

關鍵字

受輔生 ； 倒返設計 ； 單一受試者實驗設計 ； 短時間群集分析 ； 行動研究 ； 同儕小老師 ； 教師行為 ； 同儕輔導

並列摘要

This research deals with the predicament of teaching site, and presents action research strategies. Teachers’ traditional interaction toward every student has been shifted to teachers’ interaction toward peer tutors. By the influence of the positive and negative behaviors of teachers, the performance of peer tutoring has been upgraded.
This research is designed to take sampling of senior students at Taoyuan Wen-Chang Junior High School, targeting three classrooms with 110 students in total. The teams have been assigned as “ Experiment 1 “. Experiment 2 “ and “Control”. The experiment goes to four phases. The first and second ones are baseline phases; the third phase: involving in the influence of teachers’ behaviors toward peer tutors; the fourth phase goes to reservation phase. An A-B-A the reversal of withdrawal design of “the time series analysis” has been conducted for the action research in both quality and quantity, which is aimed to explore : (1) Peer tutoring performance of science subjects at Junior High School under the influence of teacher behaviors toward peer tutors.(2) the peer tutoring performance on science subjects of the senior students toward common study time; (3) the differences of tutoring performance of peer tutors with high, medium and low capacities under the influence of teacher behaviors; (4) case study of peer tutors and their tutees in terms of study performance under the influence of teacher behaviors toward peer tutors.
The findings of the research are : (1) demonstrating an immediate performance and long-term performance of peer tutoring under the influence of teacher behaviors toward peer tutors. In addition, common study time may increase the peer torturing performance in science subjects. (2) At the aspect of the differences of tutoring performance of peer tutors with high, medium and low capacities toward teachers’ behaviors; the positive teachers’ behaviors has greater influence in peer tutors with a medium capacity. However the negative teachers’ behaviors can promote the peer tutoring performance of peer tutors with high,medium and low capacities. ;the negative teachers’ behavior has greater influence in peer tutors with a medium capacity.(3) In case study: under the influence of teacher behaviors, the tutoring performance of peer tutors has been restricted between the difference of tutees’ capability for the subjects “physics and chemistry”. The bigger gap between their capacities in physics and chemistry, the fewer chances of their interactions will be. Although teacher behaviors are somewhat affected, their tutoring is not distinctively performed; however, when there are smaller gap between their capacities in physics and chemistry, under the influence of teacher negative behavior, there is more competition than cooperation, peer studying group with medium capacity performs best in tutoring under the influence of teacher behavior.

並列關鍵字

the single-subject experimental design ； peer tutor ； the reversal of withdrawal design ； action research ； the time series analysis ； teacher behaviors ； tutee ； peer tutoring

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