1995．第5卷第2期（Vol. 5 No. 2）．pp. 31–37
「合作式通達教學法」對「無心向學學生」的教學成效
Effects of Learning with Cooperative-Mastery Learning on Primary Students with Low Learning Motivation
連文嘗（Man-Sheung LIN）
摘要
本文是一個探索性研究，其研究概念源於行動研究法，目的在於解決筆者在實際教學中遇到的一個難題：如何能夠幫助「無心向學學生」學習。研究對象是一班24人，被認為是無心向學的小學四年級學生。筆者以「合作式通達教學法」指導該班學生學習數學，為時約六個月。本研究比較了施行前後學生在數學科的全級名次及數學情意的轉變。結果顯示，實施上述教學法後，該班學生數學科的學業成績及對學習數學的情意都有顯著提高。
Abstract
The idea of this study comes from action research. It tries to tackle a practical problem that the author faces: how to help low-motivated students to learn. The sample is a class of 24 students of Primary 4. They were regarded as low-motivated by their form teachers. The author taught them mathematics with Cooperative-Mastery method for about 6 months. The ranks of their achievement in mathematics and their affection (self-concept, attitude and value) towards the learning of mathematics were compared before and after the study. Results showed that both their ranks in mathematics and their affection towards the learning of mathematics were significantly higher.