The Influence of Lesson Study Intervention on the Learning Achievement and Motivation of Chinese Language in the Six Grade Students

• Main Authors: Li, Li-Ying, 李俐瑩
• Other Authors: Lai, Hong-Ji
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/hw7tm8

碩士 === 國立暨南國際大學 === 終身學習與人力資源發展碩士學位學程碩士在職專班 === 107 === The aim of the study was to examine the effects of lesson study on Chinese language learning achievement and motivation in sixth grade of elementary schools . This quasi-experimental design study was conducted with 5 lessons in one week. The subjects were 57 students from 2 sixth-grade classrooms. The experiment was divided into two groups: the experimental group and the control group. Both groups were tested before and after the learning achievement, and the experimental group was added before and after the learning motivation. The data of learning achievement was analyzed using analysis of covariance (ANCOVA); the data of learning motivation was analyzed using paired-sample t test. The results of the study showed that: (1) the intervention of lesson study has a significant positive impact on the effectiveness of Chinese language learning for the sixth grader students ; (2) the intervention of lesson study has a significant improvement in the performance of the student learning motivation (ARCS) . Based on the result of this study, recommendations for the following three areas are proposed: elementary school administrative unit, elementary school teachers, and the follow-up researchers.