「同儕師徒制指導教學策略」的實踐 -以國中八年級體育班國文科為例

The Practice of Peer Mentoring Teaching Strategies for Eighth Grade Students in Athletic Classes5 Learning Chinese

本研究旨在探討「同儕師徒制指導教學策略」對國中八年級體育班學生國文 學習之教學研究。研究對象為國中八年級體育班學生，共24名，分成12組師徒。 運用「同儕師徒制指導教學策略」進行國文科教學方案，總共為期12週的兩階 段師徒教導。透過觀察、訪談及回饋問卷蒐集資料，解釋說明此運作模式；以國 文段考成績及「學習適應量表--增訂版」進行前後測，分析24名參與者於學習 成效的提昇及學習適應的改變。研究歷程中不斷檢討、修正和檢視，立即解決教 學的問題。本研究結論為：一、「同儕師徒制指導教學策略」是有效的教學模式； 二、「同儕師徒制指導教學策略」對學生的學習成效有明顯提昇；三、「同儕師徒 制指導教學策略」對學生的學習適應有差異改變；據此，研究者提出實施「同儕 師徒制指導教學策略」的研究建議。

This research was to investigate the study by adopting peer mentoring teaching for junior eighth graders in athletic classes5 learning of Chinese. Researchers aim to explore the model of peer mentoring teaching and students’ Chinese learning effects and learning adjustments. The participants of the study were 24 eighth graders in athletic classes; they were grouped into 12 pairs. By using peer mentoring teaching， the two-stage teaching between master and apprentice lasted 12 weeks. Observation， interview and questionnaire were adopted in the present study. The pretest and posttest of students’ Chinese sectional test scores and the revised version of learning adjustment inventories were proofs of the 24 participants’ learning effects and learning adjustments. During the study， the researcher kept reviewing， examining and solving all kinds of teaching problems. The findings of the research were described as follows. 1. The strategy of peer mentoring teaching was a valuable operating model. 2. The strategy of peer mentoring teaching could promote students’ learning effects evidently. 3. The strategy of peer mentoring teaching could bring differences to students’ learning adjustments. According to the results of the study， researchers made suggestions regarding to the practice of peer mentoring teaching for junior high students.