分組合作學習深耕學校之個案研究

Case Study on an Advanced School of Cooperative Learning

王金國(Chin-Kuo Wang) ； 呂文惠(Wen-Hui Lu) ； 張新仁(Shin-Jen Chang)

《台灣教育研究期刊》 2卷1期 (2021/01) Pp. 227-256

摘要

本研究旨在以質性研究法探討一所分組合作學習深耕學校（國小）推動分組合作學習之緣起、歷程與結果。研究者為個案小學推行此方案之輔導教授，藉由長期參與觀察、問卷調查、訪談及文件蒐集等方式蒐集資料，資料分析後發現如下：一、想改善學校的教學型態，觸動個案小學於104學年度申請為「分組合作學習深耕學校」。學生在課堂的改變與成效，促使個案學校持續推動並於108學年度擴及所有教師與所有領域。二、校長對課程與教學的重視及行動支持，引領分組合作學習的推動。良好的校園氛圍、同儕關係與教師認同，是推動方案的沃土。藉由教師增能、駐校輔導教授指導、紮實的共備觀議課，提升了教師教學專業與自信。配對學習法及共同學習法，是教師最常使用的合作學習型態。三、實施分組合作學習初期，教師面臨專業與經驗不足、學生表現未如預期、特殊孩子不易與人合作的問題；實施中期，遇到學生合作技巧不足的問題；實施後期，遇到教師習慣某一模式、自省教學過程細節掌握不足、教學進度影響活動設計，對學習成效無法精確評估等問題。透過教師參加分組合作學習初階與進階工作坊、教師共備觀議課、輔導教授的現場指導、實際教學與修正，得以逐漸改善前述問題。四、個案小學長期推行分組合作學習，教師角色、教學方式與教學品質均有所改變，並發展成學校教學常態與亮點。分組合作學習提高學生的學習興趣與參與度，也獲家長肯定而連續三年增班。

關鍵字

合作學習 ； 有效教學 ； 活化教學

並列摘要

The purpose of this study aimed to explore the origin, process and results of an advanced school of cooperative learning(CL) implementing this teaching strategy. The study adapted qualitative method and collected data by participant observations, interviews, questionnaires and documents collection. After data analysis, the main findings were: (1) The longing of improvements in the teaching style motivated the case elementary school in becoming an ＂advanced school of CL＂. (2) The principal's action support and emphasis on curriculum and teaching lead the project of cooperative learning. Good campus atmosphere, peer relationship and teacher recognition were the fertile of this project. Paired Learning and Learning Together were the most common types of CL used by teachers. (3) In the early stage of the implementation of CL, teachers faced the problems of insufficient professionalism and experience, unsatisfactory performance of students and difficulty of special needs children cooperating with others. In the middle stage, teachers encountered the difficulties of students with insufficient cooperative skills. In the later stage, the problems included teachers getting used to a particular teaching format, feeling imperfect in teaching, the design of activities being affected by teaching progress, and unable to evaluate the learning effectiveness accurately. (4) After the implementation of CL, the role of teachers, teaching methods and teaching quality have changed. CL has become basic method and highlight of school teaching. CL enhanced students' motivations and participations, and parents gave the school positive evaluation.

並列關鍵字

cooperative learning ； effective teaching ； active teaching