公開授課介入對國小六年級國語文學習成效與動機之影響

The Influence of Lesson Study Intervention on the Learning Achievement and Motivation of Chinese Language in the Six Grade Students

李俐瑩(Li-Ying Li)

指導教授 ： 賴弘基

國立暨南國際大學/教育學院/諮商心理與人力資源發展學系 終身學習與人力資源發展碩士班/碩士(2019年)

摘要

本研究主要的目的在探討公開授課對國小六年級國語科學習成效與學習動機的影響。本研究以準實驗設計法進行，樣本為國小六年級二個班共五十七位學生進行一週五節課的教學實驗。實驗分為兩組實驗組和對照組，兩組皆進行學習成效前、後測，實驗組另加入學習動機前、後測。本研究以共變數分析方法進行學習成效之分析；以相依樣本t檢定進行學習動機之分析。
根據文獻探討、實驗結果分析與討論，本研究的結論：
(一)公開授課的介入對國小六年級國語文學習成效具顯著正向影響。
(二)公開授課的介入對學生學習動機(ARCS)量表的表現有顯著提升。
本研究依據研究結果，分別對國民小學與行政單位、國小教師及未來研究者等三方面，提出多項建議。

關鍵字

公開授課 ； 學習成效 ； 學習動機

並列摘要

The aim of the study was to examine the effects of lesson study on Chinese language learning achievement and motivation in sixth grade of elementary schools . This quasi-experimental design study was conducted with 5 lessons in one week. The subjects were 57 students from 2 sixth-grade classrooms. The experiment was divided into two groups: the experimental group and the control group. Both groups were tested before and after the learning achievement, and the experimental group was added before and after the learning motivation. The data of learning achievement was analyzed using analysis of covariance (ANCOVA); the data of learning motivation was analyzed using paired-sample t test. The results of the study showed that: (1) the intervention of lesson study has a significant positive impact on the effectiveness of Chinese language learning for the sixth grader students ; (2) the intervention of lesson study has a significant improvement in the performance of the student learning motivation (ARCS) .
Based on the result of this study, recommendations for the following three areas are proposed: elementary school administrative unit, elementary school teachers, and the follow-up researchers.

並列關鍵字

lesson study ； learning achievement ； learning motivation

參考文獻

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