A Study of Parent-Child Collaborative Learning in English Lessons

本研究目的如下：1)了解父母與子女對親子合作學習的觀點，2) 檢驗親子共學是否有助於家庭關係，3) 探討小孩對父母陪同學習的反應，以及 4)提出有助於鼓勵親子互動及提升兒童英語學習的教學策略。研究樣本為參加五週暑假親子英文密集班的四十七位小孩及三十六位父母。研究工具包括小孩問卷及父母問卷。本課程教學強調維高斯基「潛在發展區」理念。由簡入深的教學活動使得學童能連結新與舊的單字與句型，並在與父母同儕的互動中發現新單字句型的意義。如此，每位不同程度的小孩均有成功經驗的機會，而且在大人的支持協助下到達更上一層的程度。父母在此研究裡擔任許多角色：英文輸入供應者、中英文口筆譯員、家教、說/聽故事的人、啦啦隊員、監督者、及心理諮商師。研究結果顯示大部分學員對親子共學及其學習成效皆持肯定態度。其次，學員發現共學英文使得親子關係愈加親密，而且大部分兒童喜歡父母的陪伴。本文推薦老師使用下列策略：說故事、團體遊戲、合作方案、及角色扮演等來創造快樂的學習環境。基於上述研究發現，本研究建議幼童學習外語時的感情層面須特別留意。未來研究可將兒童分為二組，一組有父母參與，另一組則無父母參與，然後比較親子合作及學童合作對兒童英文學習成效的影響。

關鍵字

合作學習；潛在發展區；父母參與

並列摘要

The purposes of this study are as follows: 1) To understand participating parents' and children's perception of parent-child collaborative learning. 2) To examine whether parent-child collaborative learning contributes to the improvement of family relationships. 3) To explore children's reactions to having parents as their learning partners. 4) To illustrate some effective strategies to encourage parent-child interaction and enhance children's learning in English. Data were collected from 47 children and 36 parents who participated in a five-week intensive and collaborative parent-child summer program. Instruments included a questionnaire for children and a questionnaire for parents. The philosophy of program puts great emphasis on Vygotsky's Zone of Proximal Development (ZPD). The sequence of tasks was from easy ones to challenging ones, allowing children to link new words and patterns with the ones they have already learned, and to discover the meaning of new words and patterns while they are communicating with parents/peers. In this way, each child had a chance of being successful at his/her level, and later being stretched to reach higher level learning goals with adult guidance and support. Parents served as their children's English input provider, the translator/interpreter, the tutor, the story teller/listener, the cheerleader, the supervisor, and the counselor. The findings show that the majority of participants held positive attitudes toward parent-child co-learning and their learning achievement. Furthermore, both parents and children found that their family relationships became closer while they were learning English together. Most children enjoyed their parents' company. Strategies such as song-singing, story-telling, group games, joint projects, and roleplaying create a happy learning environment. The findings suggest the importance of the affective nature of foreign language learning in young children. Future studies can divide children into two groups (with and without parental involvement) and compare the influences of parent-child and child-child co-operation on children's learning achievement.

並列關鍵字

collaborative learning ； ZPD ； parental involvement

國際替代計量

A Study of Parent-Child Collaborative Learning in English Lessons

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