認知學徒制融入國小六年級 數學合作學習之行動研究

An Action Research of Cognitive Apprenticeship into Cooperative Learning in Sixth-Grade Mathematics Class

林璟禧(Ching-Hsi Lin)

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(2008年)

https://doi.org/10.6840/cycu200800287

摘要

本研究目的旨在探討認知學徒制融入國小六年級數學合作學習實施現況。研究者在國小六年級教室情境中，應用合作學習於數學教學，並從課程內涵中適切地融入認知學徒制，來探索與瞭解學生的學習成就與學習態度的改變，以及教師面臨的困境，並紀錄行動歷程以提供教師們參考。
　　本研究採行動研究法，於九十五學年度第二學期實施（自九十六年二月至四月），針對任教班級的三十四名六年級學生，實施為期五週數學課程；資料來源包括教師觀察紀錄表、學生觀察紀錄表、數學學習日記、晤談與教師省思札記等；本研究以質性探討為主，資料分析採Patton(1990)建議的步驟，將彙整原始資料加以組織、分類與編輯成為資料檔，其後依研究問題與發現的類型進行歸納為重要目錄，從中進行深入分析。研究結果發現：

一、在認知學徒制融入數學合作學習的教學脈絡下，國小六年級學生自覺
數學成績有進步。
二、認知學徒制融入數學合作學習能協助不同程度學生的學習，其中認知徒弟在學習成就與學習態度均大有成長。
三、在認知學徒制融入數學合作學習的教學脈絡下，對國小六年級學生數學學習態度有正向提升。
四、在實施課程的行動歷程中，透過準備、活動、省思的過程，有助於提升 教師課程規劃能力、擴展教學者視野、活絡班級氣氛、增強學生學習動機與增加教師觀察及與學生溝通的機會。
最後依據研究結果，提出在國小六年級實施認知學徒制融入數學合作學習之建議，以供教學應用、學校行政與後續研究者參考。

關鍵字

認知學徒制 ； 合作學習

並列摘要

The aim of this study is to explore the cognitive apprenticeship into cooperative learning in the sixth-grader’s mathematics class implementation present situation. The researcher uses cooperative learning a mathematics teaching strategy and adequately applies cognitive apprenticeship into math curriculum to explore and understand the changes of students’ learning process, achievements and the straits of the teachers, and provide the documentary record of the entire project for teachers’reference.
The method of this study is based on action research. The subjects of research are 34 students in the sixth-grade in the class of the researcher, and the research is carried out for 5 weeks from February to April of the second semester in school year of 2007.The data of the research comes from observations and note-taking of teacher and students, mathematics study diary, the record of the interviews, the reflective journals of the teachers, etc. As a qualitative research, the study adopts Patton’s (1990) suggestion to analysis all collected raw data by organizing, categorizing, and compiling. The goal is to form its own research outline according to the results of the data analysis through the survey. The results of this research are:
1. The process of cognitive apprenticeship into cooperative learning as an teaching
strategy to construct mathematics curriculum, shows that the students feel that their
learning in math is improved.
2. Cognitive apprenticeship into cooperative learning for mathematics teaching can
help different level students. Cognitive apprentice has the growth greatly on their
learning of mathematics achievement and attitude.
3.The process of teaching strategy is a positive improvement for students on their
learning of mathematics attitude.
4.During the action process of the education, it is found the teacher’s ability to design
a curriculum is increased, the field of teacher’s vision is enlarged, the classroom
atmosphere becomes more active and lively, the students have stronger motivation ,
and the teachers have more opportunity to observe the students and communicate
with the students through the process of plan, action and introspection.
Finally, rests on the findings, proposed some suggestions of the process of
cognitive apprenticeship into cooperative learning in the sixth grade, supplies the teaching application, the school administration and the following researcher refers.

並列關鍵字

Cognitive Apprenticeship ； Cooperative Learning

參考文獻

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