運用學習共同體的協同學習對七年級學生之學習成效研究─以數學素養為例

本研究之研究背景與動機主要為下列四項：一、最根本的教育改革必須由教師做起；二、PISA的數學測驗結果所帶來的省思；三、彰顯十二年國教課綱的理念與教學實務之結合；四、實踐十二年國教強調核心素養的課堂教學。本研究的主要目的在探究運用學習共同體的協同學習對七年級學生數學素養方面的學習成效，以新北市某國中七年級兩個班級的學生為研究對象。實驗組共25人，運用學習共同體的協同學習融入數學教學以進行教學實驗；控制組共27人，則實施傳統講述式教學法。本研究方法分為量化研究與質性研究兩部分，量化研究以準實驗研究法進行，質性研究則運用各種質性表單蒐集質性資料並加以探討。量化研究工具有數學素養導向試題及數學學習態度量表，所得結果採用套裝軟體SPSS20.0版進行統計上的分析；質性研究工具包括共同備課記錄表、同儕觀課回饋單、公開授課自評表、學生文字回饋單。結合此兩種研究方法，以瞭解學生在數學素養的學習成效、數學學習態度以及對於協同學習的感受，並透過與夥伴教師的討論及其回饋以進行研究者的個人反思。根據研究結果，本研究的主要發現如下：一、協同學習並未顯著提升七年級學生在數學素養上的學習成效。二、協同學習並未顯著提升七年級學生的數學學習態度。三、接受協同學習融入數學教學的七年級學生，其數學素養與學習態度之間並無顯著相關。四、協同學習對於高分群及中分群學生在數學素養上的學習成效具有顯著的正向影響。五、協同學習對於低分群學生具有鼓勵作用。六、學生的學習習慣非短期可變。關鍵字：學習共同體、協同學習、數學素養

關鍵字

學習共同體；協同學習；數學素養

並列摘要

The background and the motivation of this research are: 1. The basic education reformation should be started from teachers. 2. The mathematics performance of PISA brings the reflection. 3. The combination of ideas of 12-year Education Curriculum Guide and teaching practice need to be highlighted. 4. This research practices the emphasis on of core literacy of 12-year Education in class teaching. The main purpose of this research is to study the seventh grade students’ mathematics learning outcome of collaborative learning in the learning community. The subjects of the research were the students from two classes in New Taipei City. The 25 students in the experimental group were subjected to the pedagogy of collaborative learning. The 27 students in the control group received traditional didactic instruction. This research took quantitative analysis as well as qualitative analysis. Quasi-experimental design was adopted in the quantitative analysis, and kinds of qualitative forms were collected and analyzed in the qualitative analysis . The quantitative analysis includes the literacy-based mathematics achievement tests and the questionnaire of mathematical learning attitude. All the data were analyzed by software package SPSS 20.0. The qualitative analysis includes the records of collaborative lesson preparation, the classroom observation and feedback, self-evaluation of open lesson, and word feedback from students. They were analyzed for qualitative research. The two approaches are combined to investigate the students’ learning outcome of mathematical literacy, mathematics learning attitude, and perception toward collaborative learning. Through the discussion and peer feedback, the instructor had her reflection of teaching. According to the result, the conclusions of the research were as follows: 1. There was no significant improvement on 7th grade students’ learning outcome of mathematical literacy in collaborative learning. 2. There was no significant improvement on 7th grade students’ mathematics learning attitude. 3. Among those 7th grade students who were instructed with the pedagogy of collaborative learning, there was no significant correlation between their mathematical literacy and learning attitude. 4. There was significant positive effect on high-scored and medium-scored students’ learning outcome of mathematics literacy in collaborative learning. 5. Collaborative learning has encouraging effect on lower-scored students. 6. Learners’ learning habits couldn’t be changed in a short period.