合作學習結合認知學徒制對國小二年級學生數學學習成效之行動研究

An Action Research on the Learning Effectiveness of Integrating Cooperative Learning and Cognitive Apprenticeship in the Second-Grade Mathematics Class

陳郁儂(Yu-Nung Chen)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2015年)

https://doi.org/10.6840/cycu201500192

摘要

本研究旨在以行動研究法，探究合作學習結合認知學徒制對國小二年級數學學習成效之影響。研究者以小組成就區分法以及認知學徒制為主要教學策略，讓學生利用小組討論方式來學習數學。研究者藉此探索與了解學生學習成就與態度上的改變，同時將遭遇到的困境紀錄歷程以提供教師們參考。
研究者以任教班級之四十位學生為研究對象，於103學年度上學期進行二階段的行動循環。藉由教師觀察紀錄表、學生觀察紀錄表、數學學習日記、晤談資料、教師省思札記、學生省思札記以及回饋單等方式收集資料，並將彙整的資料加以組織、分類與編輯成為資料檔，探討其發現與結論。
歸納本研究所獲得的發現如下：
一、小組合作可以使學生產生積極互賴的關係，增進學習的樂趣。
二、實施小組成就區分法與認知學徒策略可增進同儕互動及學習的參與度及專注力。
三、在認知學徒制融入數學合作學習的教學脈絡下，學生數學成績能有所提升。
四、認知學徒制有效協助不同學生的學習，對於低成就的學生在學習成就與態度均有所成長。
五、透過引導與教學，二年級學生可擔任認知師傅一職，並有助於促進學生主動思考的能力。
六、透過規範的制定與搭配獎勵制度能有助於討論過程中班級秩序的維護。

最後，依據研究結果，提出若干建議，以供教育相關人士，從事合作學習教學之參考。

關鍵字

行動研究 ； 認知學徒制 ； 合作學習 ； 小組成就區分法

並列摘要

Abstract
This action research aims to explore the effectiveness of Cognitive Apprenticeship combined into cooperative learning in mathematics class in grade-second year. The grade-second students learn mathematics by discussing, primarily on the basis of the teaching strategies: Student Team Achievement Division and Cognitive Apprenticeship. The researchers employ the two strategies in discussion to map out the students’ changes in learning process and achievements. Meanwhile, the researcher’s dealing with the difficulties in this study even turns out references to other teachers.
Grounded on the researched-sample, the 40 studentes from the researcher’s home-room, the action research has been implemented in two-stage circulation during the fall semester of 2014. The data in research come from the observations and notes of the teacher and students, diaries of mathematics study, records of the interviews, and journals of teacher’s and students’ reflections. Further, to be filed into documents, exploring findings, and conclusions, that data will be substantially organized, categorized as well as edited.
The findings from this research are as follows:
1 Cooperative Learning not only facilitates positive mutually-dependent relationships but also enhances learning pleasure among students
2 The implementation of Student Team Achievement Division and Cognitive Apprenticeship promotes peer interactions, participations, and attentions.
3 Cognitive Apprenticeship combined with Cooperative Learning as the main teaching strategy shows that the students’ mathematics competence could be improved.
4 Cognitive Apprenticeship is helpful for students with different levels. Also, Cognitive Apprenticeship has greatly improved the learning abilities and attitudes of the low-achievers.
5 Students of grade-second could be good “mini teachers” through teacher’s guidance and instruction. And, the process in discussion enhance students’ actively-thinking competence.
6 Under discussion, discipline maintenance and incentive measures to keep students’ discussing process in good order.

As result of this research, some suggestions listed in this discussion could hopefully be references for teachers and researchers in the future.

並列關鍵字

Student Team Achievement Division ； Cooperative Learning ； Cognitive Apprenticeship ； Action Research

參考文獻

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