| dc.contributor | 教育系 | |
| dc.creator (作者) | 許崇憲 | zh_TW |
| dc.creator (作者) | Hsu, Chorng-shiann | |
| dc.date (日期) | 2002-07 | |
| dc.date.accessioned | 29-Sep-2016 17:36:47 (UTC+8) | - |
| dc.date.available | 29-Sep-2016 17:36:47 (UTC+8) | - |
| dc.date.issued (上傳時間) | 29-Sep-2016 17:36:47 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/102352 | - |
| dc.description.abstract (摘要) | 作者以Piaget與Vygotsky的理論為出發點，進行文獻評閱，討論影響合作學習成效的原因。我們發現解釋性活動、提供暗示性與探索性問題、練習相似問題等皆是有幫助的；在真實情境下，學習者可整合其生活經驗，並化解彼此間在知識概念上的歧異；低能力學生在異質編組下可彌補基本知識的不足，高能力學生在同質編組下有較佳的學習成效。最後本文對未來合作學習的研究，提出若干建議。 | |
| dc.description.abstract (摘要) | The author discusses the reasons why the collaborative learning contributes to students` academic achievement and cognitive development, based on the theories of Piaget and Vygotsky. The result is that explaining activities, the provision of cueing and exploring questions, and the solving of similar questions, et al. are helpful; that in the actual learning situation, the learners could integrate their life experience, and could clarify the argument among them; that low-ability students could get what they have not understood in a heterogeneous group, and high-ability students could get better learning in a homogenous group. Finally, we give some suggestion about further studies. | |
| dc.format.extent | 2434730 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | 國立政治大學學報, 84, 203-226 | |
| dc.subject (關鍵詞) | 合作學習 ; 建構活動 ; 情境學習 ; 團體編組 | |
| dc.subject (關鍵詞) | Collaborative Learning ; Constructive Activities ; Situated Learning ; Group Composition | |
| dc.title (題名) | 影響合作學習成效的因素：建構性活動、真實的學習情境、與團體組成方式 | zh_TW |
| dc.title.alternative (其他題名) | The Factors which Contribute to the Efficiency of the Collaborative Learning: Constructive Activities, Actual Learning Situation, and Group Composition | |
| dc.type (資料類型) | article | |
