合作學習與精熟學習在排球技能學習成就及學習反應之研究

[[abstract]]The purpose of this study is to investigate the effects of cooperative learning and mastery learning on volleyball skill learning and response. The quasi-experiment design was employed, which used unequal set arrangement. The learners were evaluated both before and after the learning of high hand passing skill. A total of 116 sample students were separated into two groups, of which 58 were in the experimental group, and 58 were in the control group. Cooperative learning method was used for the former group, and mastery learning method was used for the latter. Students in each group were further divided into smaller teams heterogeneously according to their pre-study evaluations. There was an average of 7 to 8 students in every team. Learning achievements and responses of these students were evaluated immediately after 8 weeks of the learning experiment. Our results show that: 1. Both the experimental and control groups showed significant improvement on their “learning achievements” (P<.05). 2. The “learning achievement” of the control group was significantly higher than the experimental group (P<.05). 3. Both the “learning motivation” and “class atmosphere” of the experimental group increased significantly after the learning experiment (P<.05). 4. As to the control group, their “learning motivation” and “class atmosphere” also increased, but did not reach the significance level (P>.05). 5. Both the “learning motivation” and “class atmosphere” of the experimental group are significantly higher than the control group after this learning experiment (P<.05). In conclusion, we found that the “learning achievement” of the control group was significantly higher than the experimental group. and the “learning motivation” and “class atmosphere” of the experimental group were significantly higher than the control group.

合作學習與傳統教學在排球技能學習效果比較之研究

[[abstract]]本研究旨在探討合作學習教學與傳統教學應用在排球技能學習之成效，以東海大學九十學年度一年級選修排球課兩班男、女生共110人為對象，採隨機分派，分為實驗組與控制組，在經六週教學後，將前、後測所得資料進行t考驗，獲得如下之結果：一、學習成就方面：傳統教學與合作學習教學的後測成績均顯著高於前測成績且達顯著性差異；兩種教學方法的學習成果比較未達顯著性差異。二、學習動機方面：傳統教學組的學習動機，在「投入」分量表前、後測呈現出顯著性差異；合作學習教學組的學習動機，在「勝任」分量表的前、後測呈現出顯著性差異。三、班級氣氛方面：傳統教學組與合作學習教學組在班級氣氛的「滿意程度」、「內聚力」兩分量表上皆呈顯著性差異

門脈圧亢進症に対するSSPの有用性

第18回消化器病センター例会　昭和62年1月24日　東京女子医科大学消化器病センター2階カンファレンスルー

脳塞栓症における凝血学的分子マーカーの変動

第5回東京女子医科大学血栓止血研究会　平成2年3月9日　第一臨床講