合作學習小組遊戲競賽法在圍棋運動教學之行動研究

本研究主要目的是探究以合作學習－小組遊戲競賽理論為基礎，將其應用在新興運動項目－圍棋運動之行動研究。研究者以行動研究方式探討合作學習小組競賽法的教學應用策略歷程與結果，以桃園縣H學校課後圍棋社團學生共20人（男生16名、女生4名）為教學對象，每週一次，每次90分鐘，共實施15堂課。透過觀察、訪談與文件資料分析以三角驗證法進行多方觀點的角度交叉檢視，以求客觀的看法。結果發現改變傳統圍棋運動講述教學形式，應用合作學習小組競賽方式更能創造更有利的學習因素，研究結果顯示：（一）學生在學習圍棋態度與實戰對弈更積極主動參與。（二）透過合作學習，能有效提升學生主動參與課堂討論與參與下棋態度，在實戰經驗累積下亦有提高圍棋戰績的效果。（三）透過同儕團隊合作與教師的輔助促進其人際關係的互動與溝通技巧等學習效果。此外，使用合作學習小組遊戲競賽教學策略會因學生的個人特質、教學環境而做策略上的修正以符合現場教學之需要，並根據研究結果相關提出建議。

關鍵字

行動研究；圍棋運動；學習表現；教學策略；社團

並列摘要

This study is based on the theory of ”Teams-Games-Tournament of Cooperative Learning” addressed by Johnson & Johnson (1994), and explore how Teams-Games-Tournament could be applied to Go teaching. The researcher conducts a survey to twenty students (male 16, female 4), from the Go club of a Taoyuan-county-based elementary named ”H school” school. The survey is to prove the outcome of the teams-Games-Tournament strategies by the methodology of action research and contains 15 classes which lasts 90minutes each week. Through an observation, interview, and documentation, the following findings were obtained from this study: First of all, Students had more positive attitude and active participation in learning and contesting. Second, the method of ”Teams-Games-Tournament of Cooperative Learning” which can effectively enhance the students’ active attitude in learning Go, including having participation of class discussion, chess willing, and also enhancing chess grades in practical experience. Third, the strategy of cooperative learning can promote students' abilities of their interaction of interpersonal relationship and the skill of interpersonal communication. Besides, the strategy of ”Teams-Games-Tournament of Cooperative Learning” can be timely adjusted to students' individual characteristic. This study concluded with findings and recommended for further relative studies in the GO teaching scope.