STAD合作學習法融入差異化教學對國中生英語學習成就、動機、心流之影響

本研究旨在探討學生小組成就區分法（STAD）融入差異化教學對於國中生英語學習成就、動機與心流之影響。本研究以桃園市某公立國中56位九年級學生為研究對象，採不等組前後測準實驗設計，進行單因子變異數分析和單因子共變數分析，以不同教學方式考驗其對學生英語學習成就、學習動機、學習心流的影響。研究結果顯示：一、「接受STAD合作學習法融入差異化教學法」的實驗組和「接受無合作學習的差異化教學法」的對照組A與「接受傳統講述式教學法」的對照組B對提升英語學習成就的效果一樣。二、「接受STAD合作學習法融入差異化教學法」的實驗組對提高英語學習動機的表現優於「接受無合作學習的差異化教學法」的對照組A與「接受傳統講述式教學法」的對照組B。三、「接受STAD合作學習法融入差異化教學法」的實驗組對英語學習心流的表現優於「接受無合作學習的差異化教學法」的對照組A與「接受傳統講述式教學法」的對照組B。因此，在教學實務上建議教師透過異質性分組，像STAD合作學習法，並給予差異化學習任務、分層活動及多元評量以提升學習成就、動機與心流經驗。

關鍵字

學生小組成就區分法；差異化教學；學習成就；學習動機；心流

並列摘要

The purpose of this study is to explore the effects of cooperative learning approach of Students Team Achievement Division (STAD) integrated with Differentiated Instruction on English achievement, learning motivation and Flow experience among the Ninth Grade students. Fifty-six ninth grade students of a public junior high school in Taoyuan City participated this study. The study adopted a nonequivalent pretest-posttest of quasi-experimental design and used ANOVA and ANCOVA to analyze the effects of different teaching methods on English learning achievement, learning motivation and Flow experience. The results of the study are as follows: “STAD integrated with Differentiated Instruction”, “Differentiated Instruction”, and “Traditional Narrative Teaching Method” have the same effect in enhancing English learning achievement. The effect of “STAD integrated with Differentiated Instruction” is better than “Differentiated Instruction” and “Traditional Narrative Teaching Method” in enhancing English learning motivation. The effect of “STAD integrated with Differentiated Instruction” is better than “Differentiated Instruction” and “Traditional Narrative Teaching Method” on Flow experience. Hence, in teaching practice, the researcher suggests that teachers can use heterogeneous grouping teaching, like STAD, and give differentiated learning tasks, tiered activities and multiple assessments to enhance learning achievement, motivation and Flow experience.