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論文中文名稱:學習共同體之評估研究–以國中生之學習成就及學習行為為例 [以論文名稱查詢館藏系統]
論文英文名稱:Evaluating the Learning Community Approach: A Case Study of the Academic and Learning Behavior of Junior High School Students [以論文名稱查詢館藏系統]
院校名稱:臺北科技大學
學院名稱:人文與社會科學學院
系所名稱:應用英文系碩士班
畢業學年度:103
畢業學期:第二學期
出版年度:104
中文姓名:溫知君
英文姓名:Chih-Chun Wen
研究生學號:100548503
學位類別:碩士
語文別:英文
口試日期:2015/06/24
指導教授中文名:洪媽益
指導教授英文名:Michael Tanangkingsing
口試委員中文名:陳雅枚;賀一平
口試委員英文名:Ya-Mei Chen;I-Ping Ho
中文關鍵詞:學習共同體教學方法學習效率
英文關鍵詞:Learning CommunityTeaching approachLearning Efficiency
論文中文摘要:十二年國教在103年學年度已開始施行,雖在眾多爭議的反對聲浪中,多數英語教育學者對於推動教學活及創新抱持著高度的支持。103學年度起,英文聽力已成為會考中評量項目之一,考題題型也趨近靈活並貼近於英語人士日常生活運用能力為主。然而,台灣大多數學生對於英文學習的興趣不高,導致學習成效不佳,其主要原因是台灣英語教學仍常以考試為導向,多著墨在課文解釋、文法句構分析、及翻譯練習之上,母語講述型的教學往往造成學生學習動機低落。故,活化教學勢在必行。有鑑於日本學家 佐藤學先生的「學習共同體」策略引發了一場世紀的革命,並為日本帶來相當大的衝擊,同時在施行「學習共同體」後,解決了日本學生長久以來的學習問題,因此台灣教育學者希望引進「學習共同體」新的教學法,藉由教學活化帶動並改善目前台灣學子在英文學習上的困境,並提高英文水準,增加國力。本實驗主要在於檢測「學習共同體」在國中生英語教學上的成效之外,並期望能從中找到是否有特定學習策略可以助長英文的取得。同時,也希望藉由此研究提供些許貢獻給相關研究議題。為了達到有效性的分析,將抽樣的107位國七學生分為實驗組及控制組兩組。對實驗組學生進行為期14周的「學習共同體」教學,控制組則採以講述式方法上課。並運用問卷調查、學生學習日記、觀察、訪問及兩次評量方式取得量化及質化數據。研究結果顯示:

一、英文學習成就
實驗組學生在兩次的段考中,其總平均分數皆顯著優於
控制組。不及格總人數也遠低於控制組人數。
二、學習態度、學習興趣及教室氛圍
從實驗組的學習日記中、PLC觀察、訪問及各項數據顯
示,實驗組的學生經過「學習共同體」教學,參與度及學
習興趣獲得改善之外,學生學習態度變得積極且相互提
攜,在課堂上不再有打瞌睡的同學。在學習上,實驗組學
生顯得比以往更成熟且具有深度的思考及問題解決能力。
教室景觀不再死氣沉沉,變得活潑且正向。在人際關係
上,實驗組的學生多數反應「學習共同體」有助於人際關
係上的提升。
論文英文摘要:In Taiwan, the concept of “Learning Community” proposed by Dr. Manabo Sato has recently drawn a great deal of attention to English teaching due to the new educational reform. Plus, 12-year Compulsory Education policy came into effect in 2013, with a keen requirement for English ability from students. To intensify students’ all-around English abilities, new teaching techniques and approaches are urgently required. With this being actively promoted by many school principals and teacher volunteers, a wave of pedagogical approach activation has gradually spread in full swing to every elementary and middle school in Taiwan. This research, comprising qualitative and quantitative analysis tools, is going to (A) examine if there is any distinguishing academic permanence improvement through “Learning Community” approach, (B) investigate if negative learning behavior decreased/diminished through Sato’s “Learning Community” in the classroom, and (C) make a firm assessment for reliability and feasibility of Sato’s “Learning Community”. This research employed several evaluation tools to provide accurate assessment. The questionnaires and the results of two academic examinations (mid-term and final term) were used as an analytic, quantitative interpretation. Students’ diaries and retrospective interviews were for a global, qualitative interpretation. The research results showed that the experimental group greatly improved in two academic examinations. Their overall average scores in the exams were significantly higher than that of the control group. In addition, the number of students in the experimental group who failed in the examinations was much lower than that of the control group. Furthermore, according to the data from the questionnaires, students’ diaries, observations of the Profession Learning Community (PLC), and interviews, the experimental group students stated that their learning behavior and interested in English learning significantly increased, becoming more active, attentive, and mature than before. They also thought that they became more competent in dealing with difficult situations and problems. Also, they thought that “Learning Community” positively enhanced their social relationships with others.
論文目次:TABLE OF CONTENTS

Chinese abstract...............................i
English abstract.......................iii
Acknowledgements.......................v
List of Appendix ......................ix
List of Figures........................x
List of Tables.........................xi
Chapter 1. Introduction................1
1.1 Background of the Study ...........1
1.2 Research Motivations ..............3
1.3 Identification of the Problems.....3
1.4 Purpose of the Study ..............4
1.5 Contributions of the Study ........4
Chapter 2. Literature Review ..........6
2.1 Sato’s “Learning Community”........6
2.1.1 Seating Arrangement and Three dialogues.8
2.1.2 Professional Learning Community (PLC)
and Classroom Observation ..............9
2.1.3 Multisensory Approach .................11
2.1.4 The Impact of Prior Learning
Experiences on a Learning Leap.........12
2.1.5 Learning Communities from Western
countries vs. Learning Community from
Sato ..................................14
2.2 Related Research Studies of Learning
Community ...............................17
2.3 The Reasons for the Adoption of Sato’s
“Learning Community” ....................22
2.3.1 The Difficulty in Learning English in
Taiwan ................................23
2.3.1.1 The Difficulty in Learning a
Second/Foreign Language ...............23
2.3.1.3 Exam-orientation and Test Anxiety
2.3.1.3 Weak Learning Motivation from
Students...............................27
2.3.2 Teaching Methods Used in Taiwan .......27
2.3.3 Theories Related to Learning
Efficiency ............................30
2.3.3.1 Factors Influencing Classroom Teaching
Efficiency.............................30
2.3.3.2 Learning Theories vs. Learning
Efficiency.............................32
2.4 Conclusion ..............................36
Chapter 3. Methodology ......................37
3.1 Subjects ................................37
3.2 Procedures of Class Instruction .........38
3.2.1 Plan of Instruction ...................38
3.2.2 Class Instruction .....................41
3.2.3 After the Class .......................42
3.3 Research Tools ..........................42
3.3.1 Questionnaires ........................43
3.3.2 Two Academic Examinations .............44
3.3.3 Student Learning Diary ................48
3.3.4 Retrospective Interviews ..............49
Chapter 4. Quantitative Results .............51
4.1 Two Academic Examinations................51
4.2 Analyses of the Questionnaires...........56
4.2.1 Questionnaire 1 .......................57
4.2.1.1 Frequency Distribution of Learning
Motivation ..............................57
4.2.1.2 Frequency Distribution of Behavior and
Strategy Use ............................58
4.2.2 Questionnaire 2 .......................60
4.2.2.1 Sato’s “Learning Community” Approach in
English Learning Improvement ............61
4.2.2.2 Building a Friendly and Positive
Learning Atmosphere through Sato’s
“Learning Community” Approach ...........61
4.2.2.3 Learning Behavior Change after
Receiving Sato’s “Learning Community”
Approach ................................62
Chapter 5. Qualitative Analysis .............63
5.1 Students’ Learning Diaries ..............63
5.2 Students’ Retrospectives ................37
5.3 An Expert’s Observation .................71
Chapter 6. Conclusions ......................75
REFERENCES ..................................80
APPENDIX A Questionnaire 1 ..................87
APPENDIX A Questionnaire 2...................88
APPENDIX B ..................................90
APPENDIX C ..................................92;LIST OF FIGURES

Figure 1 ZPD, zone of proximal development ……...13
Figure 2 Learning Community seating arrangement…17
Figure 3 Dale’s cone of learning ….……………………………….34
Figure 4 Kolb’s experiential learning cycle………..35
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