| Summary: | 碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 99 === Abstruct
The study attempted to explore the learning achievement differences by comparing the direct instruction and story discussion method in teaching the Cyberlaw for High Grade elementary school student.
An nonequivalent pretest-posttest design was employed in the study,seventy-nine five-grade students from a elementary school in Taoyuan Gueishan township were divided into three groups ; the Direct Instruction group and the story designed of texts and graphic discussion method. The study were practiced for eight weeks with eight units. Then the maintained test was administered after 4 weeks later. The instruments used in this study included worksheets, semi-structured interview ,classroom observing and reflection in teaching.
The results of this study were as follows:
1. The cognition achievement of Cyberlaw through direct instruction were better than other.
2. The cognition achievement of Cyberlaw through story discussion method showed better maintenance effects than the other.
3. The experimental group students have positive attitude on Cyberlaw.
4. The cognition achievement of Cyberlaw through teaching method showed better Immediate and maintenance effects .
Based on the results of this study, recommend ations for the teaching and further studies were offered .
Keywords:Direct Instruction , Story Discussion , Cyberlaw
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