期刊專區/ Periodical Section

跨年級同儕師徒制中師傅生學業成績及其學習感受改變之分析

Change in Academic Achievement and Learning Responses of Student Mentors Participating in a Cross-grades Peer Mentoring Program

所屬期刊：	第4卷第1期 「師資培育」 主編：中正大學教育學院講座教授 楊深坑
系統編號：	vol012_05
主題：	師資培育
出版年份：	2008
作者：	陳嘉彌
作者(英文)：	Jia-Mi Chen
論文名稱：	跨年級同儕師徒制中師傅生學業成績及其學習感受改變之分析
論文名稱(英文)：	Change in Academic Achievement and Learning Responses of Student Mentors Participating in a Cross-grades Peer Mentoring Program
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論文頁數：	32
中文關鍵字：	同儕師徒制、同儕教導、師傅生、師徒制
英文關鍵字：	peer mentoring, peer tutoring, mentor students, mentoring
服務單位：	國立臺東大學教育系教授
稿件字數：	29208
作者專長：	師徒制人力資源開發、創新教育、創造力研究
投稿日期：	2007/3/26
論文下載：
摘要(中文)：	同儕師徒制是「同儕學習」的方式之一，它將有經驗或能力高的孩子（師傅生）與經驗少或能力低的孩子（徒弟生）配對，透過同儕間的相互協助的過程，一方面提昇經驗少或能力低的孩子的學習程度；另一方面，有經驗或能力高的孩子重新建構個人的後設認知，擴大他們未來的學習知能架構。師傅生得到教師額外的訓練指導，及透過師徒制方案經歷與徒弟生的互動關係，這些都是未擔任教導者難以得到的額外學習機會及經驗。學校教育（或教師教學）需安排這項輔助教學策略提供給學生學習的機會。 本文旨在以量化資料分析一位國小五年級導師在班上實施三個學期以閱讀活動為主的「跨年級同儕師徒制」輔助教學方案後，師傅生與非師傅生（該班非參與方案的學生）的國語及七大領域整體表現的學習改變情形，及在方案結束後這些學生的學習感受，以呈現在「同儕教導」中，師傅生學習改變的清晰全貌，提供有意實施跨年級同儕學習的教育工作者作為實施或研究的參考。
摘要(英文)：	Peer mentoring in elementary school is a strategy of peer learning for pupils, pairing student of one-by-one to be mentors and mentees. For mentees, peer mentoring will promote their learning abilities. For mentors, the process can reconstruct their meta-cognition as well as enrich their future learning, in which they will receive extra training from their teachers, and also gain experience in interacting with mentees. Students who do not participate in a peer mentoring program will have less chance of receiving these kinds of benefits. Therefore, schools and teachers shall consider arranging peer mentoring programs for the benefits of their students’ learning. This paper studied the efficiency of a cross-grade peer mentoring program in which a 5th grade elementary school teacher had used it as an aided teaching strategy in her class for 3 semesters. The efficiency of this program was examined by the following quantitative data: (1) the achievement in Language Arts (Mandarin) and overall performance (seven learning areas) of student mentors and student mentees as well as those of student mentors’ classmates who did not participate in the program; (2) responses from the participants and non-participants relating to their learning at the end of peer mentoring. The paper attempts to provide a perspective on peer-instruction and information for those who would like to employ this teaching strategy in classes, or to use the information for further study.
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