協同學習融入國中英語閱讀教學之行動研究

An Action Research Study on Using Collaborative Learning to Teach English Reading in a Junior High School

陸韻萍(Yun-Ping Lu)

指導教授 ： 張雅芳

淡江大學/教育學院/課程與教學研究所碩士在職專班/碩士(2014年)

https://doi.org/10.6846/TKU.2014.00494

摘要

英語閱讀可以協助國中學生打開國際視野，但國中生學習低落的問題隨年齡增長遞增，到了九年級大半學生放棄學習英文。因此研究者在自己任教的班級實施「協同學習」，試圖喚回學生學習的熱情。透過師生同儕的溝通與討論，促成學生主動學習，提昇英語閱讀素養，掌握國際資訊。
本研究以行動研究法探究協同學習融入國中英語教學的實施過程與結果，並聚焦於九年級學生的英語閱讀素養及學習感受、教室氣氛的改變以及教師專業知能的成長。研究者秉持行動研究的精神，以「計劃、行動、觀察、反省、修正」的循環歷程改進課程實施，透過錄影、觀察、調查、訪談蒐集資料，綜合分析多方資料獲得不同角度的驗證。期盼本行動方案可以培養學生「帶得走」的能力、改善學習氣氛，本研究的實施歷程及省思可以促成研究者本身的成長及日後實施者的參考。
本研究結果發現：
一、協同學習讓學習低落的學生有明顯進步，學生習得的良好習慣可以持續到研究
之後。但實施必須再作修正，才能應付現實挑戰。
二、協同學習確實可以提升學生的英語閱讀素養。
三、大部份學生喜歡協同學習，認為協同學習有助學習英語。學生的學習感受隨學
習內容、課程難度、考試成績、夥伴互動、座位排列以及個人期待等有所波動。
實行協同學習的教室有溫暖、傾聽、專注的互動，學生也提高了學習意願。
四、行動研究幫助教師不斷檢視自己的教學，促進自身專業知能的成長；協同學習
的實施歷程可為日後的教學提供啟示。

關鍵字

英語閱讀教學 ； 協同學習 ； 學習共同體 ； 行動研究

並列摘要

English reading can widen the EFL teenagers’ views of the world. However, the older the students are, the less intention to learn English they have. In fact many nine graders are about to give up learning English. To fuel their desire to learn, the researcher tried to use collaborative learning to teach English reading in her own class. By discussing the main idea of the text with the teacher and the classmates, the students can not only study on their own but also improve their ability in reading literacy to get more information about the world.
This research was an action research. It explored the application, the procedure, and the result of using collaborative learning strategies to teach English reading in a junior high school. This research focused on the changes that reshape the EFL students in both reading literacy and learning experience ,as well as pumping up atmosphere in the classroom and promoting the teacher’s profession growth. A curriculum with four circles of teaching was included in the research and was carried out to teach the EFL nine graders for two months. The researcher revised the lesson plan by means of the action research process -plan, action, observation, reflection,and correction- in each circle. Also the researcher applied qualitative methods to collect data, including recording, observing, interviewing , questionnaires, …etc., and obtained diverse and rich data. They were analyzsd to get different angles of verification.This research was expected to develop the EFL students’ability that makes the most of themselves and to build up better classroom atmosphere for learning English. The implementing and the reflection may help the researcher promote the professional growth and gave some sidelights to the teacher who are willing to try.
The findings of this research were as following:
1. Collaborative learning helped low achievers make rapid and brilliant progress obviously in their studies but it may be revised to be consistent
with local customs and traditions.
2. Collaborative learning reshaped the EFL students in reading literacy gradually.
3. Most of the students thought collaborative learning was really helpful to learn English. But what they felt about collaborative learning depended on what they learned, how difficult the lesson was, where they sat,whom they learned with, and what they wanted…and so on.
4. The classroom atmosphere where collaborative learning was used made students joyful, cooperative, attentive, and considerate to their fellows. It promoted the intention to learn English for the EFL students.
5. The action research helped teachers continuously examine their teaching and promote the professional growth. Also it gave a few sidelights to the teachers who are willing to try in this way.

並列關鍵字

Teaching English Reading ； Collaborative Learning ； Learning Community ； Action Research

參考文獻

石素錦（1999）。從認知心理與社會互動談兒童語言發展－從皮亞傑與維高斯基理論談兒童英語教學。載於戴維揚（主編），國民小學英語科教材教法，69-148。台北市：文鶴。

吳心楷、謝州恩（2005）。探究情境中國小學童科學解釋能力成長之研究。師大學報-科學教育類，50（2），55-84。

林永青（2012）。相互教學法融入班級共讀對提升國中生閱讀理解之行動研究。淡江大學教育科技學系數位學習在職專班碩士論文。未出版，台北市。

林秀玉（2006）。小組合作學習達到真正成功必備的要點。科學教育月刊，295，23-32。

林達森（2002）。合作學習在九年一貫課程的應用。教育研究資訊，10（2），87-103。