本研究目的在分析合作學習對國小數學學習成就的影響,並瞭解合作學習在國小數學課堂教學中實施的困難與可能性,另外藉由行動研究實施合作學習以增進數學教學者個人的專業成長。研究者以二年級的任課班級共二十位學生為研究對象,設計四個單元的合作學習課程,進行為期十週的研究。研究期間以教學省思札記、課堂觀察記錄、小組反思回饋、學生訪談紀錄、學習單及問卷等工具蒐集資料。本研究為行動研究,研究方法實行質性方法。 研究者依據研究結果獲得以下結論: 一、合作學習對國小數學學習成就的提昇有影響。 二、合作學習能提昇國小數學學習動機,其在學習自信、興趣、及課堂投入程 度皆有提昇。 三、合作學習能有效提昇教師的專業成長。 研究者根據上述研究結果發現,提出相關建議,以作為未來推動合作學習於國小數學課堂教學中之參考。
The purposes of this study were to analyze the effects of cooperative learning on mathematical achievement and to understand the problems and the possibilities while using cooperative learning during the math class in elementary schools. In addition, the other purposes of this study were, also, to improve the professional growth of math teachers’ through the action research. The participants consisted of twenty second graders, with four units of cooperative learning courses and the experiment had been implemented for ten weeks. The collection of the data included teaching journal, observation journal of the teacher, group works reflections, students’ homework, worksheets, interviews within students and questionnaires. Action research is mainly adopted as quantitative ones during the research. Following are the results: 1. The mathematical learning achievement of elementary students could be enhanced by using cooperative learning. 2. The mathematical learning motivation of elementary school students could be increased by using cooperative learning. Among the three aspects self-confidence, interest and class involvement were improved. 3. The teachers could improve their professional growth by using cooperative learning. Based on the conclusions, some suggestions were offered as references of applying cooperative learning to math teaching in the future.