合作學習在大學課程的應用

Cooperative Learning in College Instruction

鄧宜男(Yi-Nan Teng)

《通識教育季刊》 8卷1期 (2001/03) Pp. 25-59

https://doi.org/10.6745/JGE.200103_8(1).0002

摘要

本文係採文獻探討法，旨在闡明合作學習的意涵、實施方法及如何適當的應用於大學課程，並綜整研究者之實務經驗，提出結論與建議如下：
1．學習者的學習活動經由正式課程、非正式課程及潛在課程隨時隨地發生；由認知學派的觀點來看，學習者在學習過程中主動在建構知識與意義。
2．合作學習可提昇學生的學業成就，改善同儕人際關係，增加社交互動，改善班級氣氛，有助深層次的認知歷程，有益人格發展，增加師生互動，減少校園暴力。在改善教學效能的前提下，合作學習確有倡導的必要。
3．合作學習可以成就「終身學習」、「同儕學習」與「全人學習」。
4．教師需精心規劃教學設計，教學應重視「知情意」，師生需有充分的課前準備功夫，建立良好師生關係，善用鼓勵，靈活運用教室空間，善用教學科技，始能確保成功的合作學習經驗。
5．合作學習的適用範圍雖廣，但並不保證所有班級、所有科目、所有教師都成功。
6．傳統教學法亦有其優點，教師在課程設計時應靈活應用小組合作、小組競爭、個別競爭等多種教學法於不同的單元中，以善用各種教學法的長處來因應教學需求。
7．最好由教師主導分組，採異質性分組，學期中允許小組成員流動，通常四到六人的小組，合作效能較佳。
8．教師應不厭其詳的示範學習方法，適時的催化學習進程，積極的助構所欲學的知識或技能，讓學生有所依循。過到困難時，教師需適時的介入，鼓勵、協調、甚至重組。
本文倡導合作學習應用於大學課程，期能協助學生快樂的學習，教師有效的教學，進而塑造一個健康、有活力、互動、愉快的學習環境。

關鍵字

合作學習 ； 大學 ； 課程 ； 教學設計

並列摘要

Relevant research on cooperative learning was reviewed to explore its meaning, methods, and the appropriate application to higher education. Through the implementation of cooperative learning in the teaching of a psychology course, the empirical findings were as follows:
1. Learning happens all the time through formal curricula, informal curricula and hidden curricula. From the cognitive point of view, learners construct their own meanings of knowledge subjectively.
2. Considerable research has demonstrated that cooperative learning increases students' academic achievement, creates positive relationships among students, improves class atmosphere, promotes students' healthy psychological adjustment, enhances students' cognitive level and decreases violence at school. Consequently, the use of cooperative learning in college instruction is strongly recommended.
3. Cooperative learning facilitates ”life-long learning”, ”peer learning” and ”holistic learning”.
4. College educators should deliberately work on instructional design. College instruction should focus on ”the mind, the heart and the will”. Both professors and students should prepare well for class and build good relationships. Teachers should make the best use of encouragement, structuring the classroom setting flexibly and taking advantage of instructional technology. It is only under these conditions that cooperative learning will occur successfully.
5. Cooperative learning can be widely used in any classroom and with any age group; however, it is difficult to ensure that the cooperative learning approach will be successful in all classes, all subjects, and with all teachers.
6. There are advantages to using traditional teaching methods. However, in order to take advantage of different instructional methods, teachers should structure cooperative, competitive, and individual learning appropriately in the instructional design.
7. Teachers should direct students to form heterogeneous groups and allow them to shift among groups. A group of 4-6 students is optimal.
8. Teachers should demonstrate cooperative methods patiently, facilitate the learning process appropriately, and scaffold knowledge and skills actively in order to help students. If there is any difficulty, teachers should intervene to encourage, negotiate, or even regroup the students.
This monograph proposes using cooperative learning in college classes in order to help students to learn happily, teachers to teach effectively, and, furthermore, to structure a healthy, energetic, interactive, and happy learning situation.

並列關鍵字

Cooperative Learning ； College ； Curriculum ； Instructional Design