| Summary: | 碩士 === 國立臺南大學 === 教師在職進修自然碩士學位班 === 93 === ABSTRACT
The Grade 1-9 Curriculum Guidelines highlight the important of students’ learning ability in multiple disciplines. Teachers should develop students’ multiple intelligences with their professional skills in the students’ learning process. And use vivid and creative teaching methods to promote students’ learning. A teaching method, “Small Group Peer Tutoring （SGPT）”, is developed and employed in this study which aims at exploring its influence and value about students’ learning.
This research studies the scenario of SGPT in Nature and Life Technology to the fourth grade students in an elementary school. The main purpose is to examine the learning outcome of SGPT and intends to provide suggestions for teachers who may one day need to implement this method.
This study is mainly a qualitative research and the subjects are fourth graders from two classes in the elementary school. In addition to the qualitative research paradigm, the quantitative method is also applied to conduct the analysis. The data collection includes the pre- and post-test students’ exam scores, observation records, audio and video tape recording, teachers’ journals, interviews, questionnaires and relevant documents. These data are processed followed by the triangulation analysis method.
The result includes positive and negative influences. For the positive influences, students like SGPT and develop the abilities of active learning and problem solving, etc. For the negative influences, the classroom management and overloading of teaching are main difficulties that teachers confronted in this method. The implication of this study is as follows: first, teachers should integrate students’ prior knowledge to the current curriculum. Second, teachers should apply this method according to their schedule and use it flexibly. In such circumstances, The SGPT can develop students’ multiple intelligences and improve their learning outcome.
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