same with中文的問題,透過圖書和論文來找解法和答案更準確安心。 我們找到下列各種有用的問答集和懶人包

另外網站Is the 1992 Consensus the same thing as 'one country, two ...也說明:Copyright 1995 - 2022 . All rights reserved. The content (including but not limited to text, photo, multimedia information, etc) published ...

國立嘉義大學 國民教育研究所 鐘樹椽所指導 湯平冶的 小組合作學習對國小中年級學童識字能力閱讀理解能力暨閱讀態度影響之研究 (2000),提出same with中文關鍵因素是什麼,來自於小組合作學習、合作學習、閱讀。

最後網站當代中文語法點全集(二版) - Google 圖書結果則補充:My younger sister and I are not the same height . ( 2 ) The negation marker Tbù , can also precede Ek gēn , but when it does , it negates the object to be ...

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小組合作學習對國小中年級學童識字能力閱讀理解能力暨閱讀態度影響之研究

為了解決same with中文的問題,作者湯平冶 這樣論述:

摘 要 由於合作學習法,是近年來深受國內外重視且積極從事實驗研究的一項改革傳統班級教學的重要新興力量。因此,本實驗研究的主要目的,在於探討採用小組合作學習法來教導閱讀,對於國小學童識字能力、閱讀理解能力、閱讀態度是否具有增進的效果;並探討其運用於國小閱讀教學之可行性,以供日後教師教學閱讀的參考。 合作學習,在國內外已逐漸發展,本研究即從合作學習的發展背景、意義、特色、實施方式、實徵研究之文獻探討開始,然後採用學生小組成就區分法(STAD)的教學模式,從事實驗處理。研究者採準實驗設計的研究,實驗組採用學生小組成就區分法(STAD)為期九週,每週40

分鐘的閱讀教學處理,最後四週增為120分鐘,控制組亦同。控制組則採用傳統教師講、學生聽的教學方式,為期九週閱讀與實驗組相同的材料。 本研究開始前,先以「中文年級認字量表」測量兩組受試者。以檢定兩組受試者之起點行為。而於實驗處理結束後隨即實施研究者自編之「識字測驗」、「選擇式閱讀理解測驗」、「摘要式閱讀理解測驗」、「兒童閱讀態度評量表」之後測工作。所得資料實施獨立樣本單因子共變數分析,及實施獨立樣本t檢定以考驗各項假設,茲將本研究之主要發現分述如下: 一、小組合作學習對國小中年級學童的識字能力的表現上有顯著的影響,其識字的成績要比整班的傳統式教學來得好。

二、小組合作學習對國小中年級學童的閱讀理解能力的表現上有顯著的影響,不管選擇式閱讀測驗或摘要式測驗的成績都比整班的傳統式教學為佳。 三、小組合作學習對國小中年級學童的閱讀態度的表現上沒有顯著的影響,其閱讀態度的表現與整班的傳統式教學不相上下。 四、就小組合作學習回饋問卷的調查顯示,學童頗喜歡合作學習的方式,這個發現可提供日後教師從事各科教學設計的一項重要參考。 關鍵字:小組合作學習、合作學習、閱讀