應用合作學習影響高職學生數學學習成就之行動研究

近年來，由於技職學院、科技大學蓬勃發展，升學管道亦更加多元，高職學生多數仍然選擇的是繼續升學。不過，學生對於基礎學科的能力培養較為不足，學習上亦缺乏自我學習能力。因此，自研究者任教高職多年以來，一直重複使用相同的傳統式教學方法，深信只要教師秉持著認真負責的態度教育學生、傳授知識給學生，學生一定會有所感覺，必以相同的態度回報老師。但是，幾年下來，研究者發現，高職學生的程度一年不如一年，對於數學的學習更是越來越沒有自信，甚至多數學生找不到學習目標，更嚴重的情況甚至是放棄數學。因此，在面對自我教學的瓶頸之下，研究者利用設計分組學習教材、小組合作學習、小組競賽及個別小考方式，配合學生學習期間的反饋及觀察、與學生晤談及教師自我省思，改變自我的教學方法，在課堂上階段性的採行「合作學習」的教學方式，對所任教的高職學生進行行動研究，進而讓學生重拾學習數學的信心，以統計方法成對樣本比對分析，驗證確實提升了學生的學習成就。研究者以個人任教背景條件，採用合作學習創造學生自我學習機會、改變學生數學學習成就，利用上述提及教學方法之改變，創造團隊合作學習機會，以此研究結果，相信可以提供未來應用於其他教學領域環境上。

關鍵字

合作學習；高職數學；學習成就；行動研究

並列摘要

In recent years, due to the vigorous development of technical and vocational colleges and universities, the education channels for further studies are more diversified. Most vocational students choose to continue their studies instead of to obtain employment. However, students are less capable of basic subjects and also lack of self-learning ability. Therefore, since researchers have been teaching in higher vocational education for many years, researchers have consistently used the same traditional teaching methods. Researchers are convinced that as long as the teachers are serious and responsible for educating and imparting knowledge to students, students will certainly feel and must return teachers in the same attitude. However, over the past few years, researchers have found that the degree of higher vocational students is deteriorating year by year, and that the students have been less and less confidence in the study of mathematics. Even the most students cannot find the learning goals. The more serious cases are to give up mathematics. Therefore, in the face of bottleneck in teaching, researchers designed group learning materials, utilized group cooperative learning, group competitions, and individual examination methods. At the same time, to incorporate the students' feedback, observation, student interviews and teacher self- review to change the teaching method. Researchers adopt the “cooperative learning” teaching method in class and conduct action research on students. This enabled the students to regain the confidence in learning mathematics. At the end, researchers used statistical methods to compare pairs of samples, and verify the results. The students’ learning achievements have indeed improved. Researchers use selves teaching background to create cooperative learning opportunities for self-learning, change students’ mathematics learning achievement, and use the above-mentioned changes in teaching methods to create collaborative learning opportunities for students. Researchers believe this research result can provide applications to other teaching areas in the future.