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Title: 小老師制度在國小英語補救教學上之個案研究
A remedial peer tutoring case study in an elementary school
Authors: 張順宜
Contributors: 招靜琪
Chao, Chin-Chi
Keywords: 小老師
Date: 2010
Issue Date: 2013-09-04 14:53:53 (UTC+8)
Abstract: 以往傳統研究探討同儕相互幫助的機制多在於量化性的陳述其有效結果,然而,在小老師的教學與被幫助者的學習動機上卻較少提出在兩位小朋友的言談互動中,何以促使此同儕相互幫助的機制有正面的效果。本個案研究旨在探討英語為外語的學習環境中,在國小階段的英語補救教學裡,同儕相互幫助的動機與影響。本文採用維高斯基 (Vygotsky) 社會文化學習理論來探討在台灣的國小補救教學環境中,教室兩人一組的同儕學習中,小老師如何使被幫助者語言知識建構起。
本研究對象針對30位五年級學生,分為兩人一組,共15組,實施為期20週小老師制度教學,並且針對其中一組的互動方式,作深入的研究。 研究方法採用質化的言談分析及晤談訪問。資料分析重於探討被幫助者如何藉由小老師的協助,完成該年級應學會的字母、單字認讀與基礎閱讀的過程。目的是希望呈現小老師在與被幫助者言談互動之中,小老師如何一步一步地提供合適的協助以建立被幫助者的語言知識概念。
1. 這一名受過小老師制度訓練的小學生能夠很快掌握學習者的學習困難處並提供協助。
2. 這一名小老師用程度分級的協助方式來探測學習者的能力,且能夠發揮創意,給予適當的協助。學習者也表示小老師用多種問答的方式來幫助自己釐清學習盲點,這樣有助於了解自己的學習潛力。
3. 這一名小老師與學習者之間的朋友關係在學習過程中扮演重要的媒介角色。
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