I

Size: px

Start display at page:

Download "I"

坟弱谷
5 years ago
Views:

1 The Effect of Guided Discovery on The Learning Achievement and Learning Transfer of Grade 5 Students in Primary Schools

2 I

3 II

4 Abstract The Effect of Guided Discovery on The Learning Achievement And Learning Transfer of Grade 5 Students in Primary Schools Taking The Course of The Art of Architecture Decoration in Chang-Liao s Temple as Example This study is based on The art of architecture decoration in Chang-Liao s temple. Its presentation and content contain abundant traditional cultures and transmissions of national sentiment, belief, and thought. If we guide our students in the observation and experience, their taste with humanities can be established and then the culture identity can be set up. At the same time, their love to the hometown may be excited. Students can also compare the decoration of temples with the architectures in their life and broaden their field of vision. The subject consists of three parts: color combinations, adaptive sculpt, and symmetrical forms. Pre-test and post-test of test group and control group are adopted. The designs are nonequivalent group designs based on classes. 136 pupils from four grade five classes in Hsi-tun Primary School are engaged in the study. Two of the classes are selected randomly to be the test group, on which the guided discovery is applied. The other two groups become the comparison group, on which the traditional teaching is applied. Both two groups participate the course of The art of architecture decoration in Chang-Liao s temple, which is compiled by the researcher. In the study, we take the teaching method (guided discovery or traditional teaching) as independent variable, the learning achievement and learning transfer as the dependent variables, and teaching units, duration, teacher, teaching environment, students IQ, their achievement as well as family backgrounds as controlled variables to find out the effect of guided discovery on the learning achievement and learning transfer of the fifth grade students in primary schools. Here are the conclusions: 1. Guided discovery enhances the students ability on color combinations. 2. Guided discovery enhances the students ability on adaptive sculpt. 3. Guided discovery enhances the students ability on symmetrical forms. 4. In the aspect of color combinations, guided discovery has better positive transfers III

5 than traditional teaching for the students with high achievement; but for the students with low achievement, traditional teaching is better. 5. In the aspect of adaptive sculpt, the positive transfers on the groups with both high and low achievement generated by guided discovery are worse than traditional teaching. 6. In the aspect of symmetrical forms, guided discovery has better positive transfers than traditional teaching for the students with high achievement; but for the students with low achievement, traditional teaching is better. Keywords: guided discovery, learning achievement, learning transfer, positive transfer, The art of architecture decoration in Chang-Liao s temple, color combinations, adaptive sculpt, symmetrical forms IV

6 V

7 VI

8 VII

9 PR 175 PR VIII

10 3-3-5 IX

11 X

12 XI

13 XII

14 XIII

15 1960 J.S.Bruner 1

16 2

17 learning by doing learning by discovery 3

18 4

19 5

22 8

23 9

24 10

25 11

26 12

27 13

28 14

29 15

30 16

31 17

32 18

33 19

34 20

35 21

36 22

37 23

38 24

39 25

40 --Mayer (1975) 26

41 SPSS-PC+ 27

42 - 28

43 Mayer(1975) 29

44 30

45 31

46 32

47 33

48 34

49 35

50 36

51 37

52 38

53 - 39

54 40

55 41

56 42

57 43

58 44

59 45

60 1 T 1 X 2 T 2 X 46

61 1 T 1 X 2 T 2 X 47

62 48

63 49

64 34 1. learning by doing learning by discovery 50

65 51

72 1. 58

74 60

75 61

76 ~ 62

77 63

78 3-3-5 ~ 64

80 66

81 67

82 68

83 69

86 72

87 73

88 74

90 侧侧侧

94 80

95 81

96 82

97 83

100 SPSS Kendall Kendall Kendall 87

101 Kendall

102

103 5-2-1 [ ] [ ][ ] SPSS t t [ ] SPSS 90

104 t t [ ] [ ] [ ] [ ] * p<.05 **p<.01 ***p<.001 SPSS t * [ ] t t 91

105 5-2-2 t [ ] [ ] [ ] [ ] * * p<.05 **p<.01 ***p<.001 SPSS t * t [ ] t t [ ] [ ] * * p<.05 **p<.01 ***p<

106 93 SPSS [ ] SPSS t t [ ] [ ][ ] 5-3-1

107 SPSS t *-3.201** ** [ ] t t * [ ] ** [ ] [ ] ** [ ] * p<.05 **p<.01 ***p<.001 SPSS t *-3.953*** [ ] [ ] [ ] [ ] 94

108 5-3-2 t * [ ] *** [ ] [ ] [ ] * p<.05 **p<.01 ***p<.001 SPSS t **-3.327**t t ** [ ] ** [ ] * p<.05 **p<.01 ***p<.001 SPSS 95

109 5-4-1 SPSS t SPSS t *** *** 96

110 *** ***t t *** [ ] *** [ ] *** [ ] *** [ ] * p<.05 **p<.01 ***p<.001 SPSS t ***7.207*** ***9.725***t 97

111 5-4-2 t *** [ ] *** [ ] *** [ ] *** [ ] * p<.05 **p<.01 ***p<.001 SPSS t *** ***t t *** [ ] *** [ ] p<.05 **p<.01 ***p<.001 SPSS 98

112 5-5-1 SPSS t SPSS t 99

113 2.796**5.754***9.017***5.260***t t [ ] [ ] [ ] [ ] ** 5.754*** 9.017*** 5.260*** * p<.05 **p<.01 ***p<.001 SPSS t 6.352***3.247***7.323***5.757***t 100

114 5-5-2 t [ ] [ ] [ ] [ ] *** 3.247*** 7.323*** 5.757*** * p<.05 **p<.01 ***p<.001 SPSS t ***8.567***t t [ ] [ ] *** 8.567*** * p<.05 **p<.01 ***p<.001 SPSS 101

115 SPSS t SPSS t ***8.316***5.649***t [ ] t [ ] [ ] [ ] [ ] *** 8.316*** 5.649*** * p<.05 **p<.01 ***p<

116 SPSS t 6.365***3.021**9.559***6.947***t t [ ] [ ] [ ] [ ] *** 3.021** 9.559*** 6.947*** * p<.05 **p<.01 ***p<.001 SPSS t 8.294***7.181***t 103

117 5-6-3 t [ ] [ ] *** 7.181*** * p<.05 **p<.01 ***p<.001 SPSS ~

118

119

120

121

122

123

124

125

126

127

128

129

130

131

132 119

133 120

134 121

135 122

136 123

137 124

138 125

139 126

140 127

141 4K 128

142

143 130

144 131

145 132

146

147

148 1. (

149 136

150 3. A4 137

151 郷 138

152 139

153 140

154 咏

155 142 静

156 1983 ( ) Elliot E.Eisner Education Artisticvision /

157 Robert M.GagneLesline J.BriggsWaiter W.Wager Principles of instruction design4 th ed

158 Ausubel, D. P Educational Psychology, A Cognitive View, New York: Holt,Rinehart,and Winston. Bruner, J. S The Relevance of Education, Anita Gill, New York:Norton. Nancy R.Smith1983. Experience and art Teaching Children to Paint, New York and London: Columbia University. 145

159 () () () () () () () () 虬 () () () () powerpoint 虬 -

160 () () () () () () 虬 () powerpoint 虬

161 () () () () - - () () () () () () () () () () powerpoint - -

162 (). () () () () - () - () () () () powerpoint -

163 powerpoint..

164 powerpoint. -

165 () () 4. 5.powerpoint () () () () () () () () 脚 () () () 4k () () () () () () -

166

167

168

169

170

171

172 A B

173 A B

174 A B

175 163

176 164

177

178 166

179 167

180 168

181 169

182

183

184

185 173

186 爲 174

187 PR PR PR PR

188

189

190 N N

191 PR PR PR PR

192

193

194 N N

195 183

196 184

197 185

198 186

199 187

-i-

-i- -i- -ii- -iii- -iv- -v- -vi- -vii- -viii- -ix- -x- -xi- -xii- 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1-9 1-10 1-11 1-12 1-13 1-14 1-15 1-16 1-17 1-18 1-19 1-20 1-21 2-1 2-2 2-3 2-4 2-5 2-6 2-7 2-8 2-9 2-10 2-11