The Application of Group Cooperative Learning in Smart Classrooms-Take Chinese Teaching as an Example
| Autor: | CHEN,LI-MIN, 陳麗敏 |
|---|---|
| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 Faced with the information explosion environment in the 21st century, the popularization of science and technology has a great influence on school education, and school education also follows the trend of science and technology toward a smart classroom system. However, the technological pressure caused by the huge amounts of information under technology facilitates students' attitudes and motivation. This study explored the use of the smart classroom system in the traditional teaching method and student group cooperative learning method to implement the study in the Chinese liberal arts. The ninth grade students from a certain middle school in Taoyuan City were divided into the control group and the experimental group 2 as the research object, and they were for 20 weeks. The use of the smart classroom system to teach traditional teaching methods and student group cooperative learning methods. The use of quasi-experimental methods to study and analyze whether the use of different classroom teaching methods in the smart classroom system will have an impact on students’ scientific and technical pressures and students’ learning attitudes and motivation. In this study, the students of the second group were tested before the teaching of “Scientific Stress and Learning Attitude and Learning Motivation Scale” questionnaires, and seven weeks after the start of the school year, the “Science and Technology Stress and Learning Attitudes and Learning Motivation Scale” questionnaire was measured. Students are divided into two groups, using the smart classroom system to teach the traditional teaching method and student group cooperative learning method until the end of the semester. After the end of the semester, the “Scientific Pressure and Learning Attitude and Learning Motivation Scale” questionnaire was conducted. The results found: Using the different teaching methods of the smart classroom system in terms of scientific and technological pressures, whether the experimental group or the control group had a significant difference in the scientific and technological pressure on the students, the male and female students showed significant differences in the face of technological pressure. Using the different teaching methods of the smart classroom system, there are significant differences in the outcomes of the learning attitude. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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