合作學習之華語文教學研究－以泰北建華綜合高中之華語文教學為例

The Research about Teaching Chinese with Cooperative Learning －An Example of Teaching Chinese in Chianhua Comprehensive Senior High School in Northern Thailand

顏怡安(Yi-An Yen)

指導教授 ： 夏誠華

中原大學/人文與教育學院/應用華語文研究所/碩士(2018年)

https://doi.org/10.6840/cycu201800176

摘要

泰北地區是全泰國華人最為密集的地區，許多父母皆期望自己的孩子能夠持續學習華文、傳承中華文化，並將孩子送進華文學校學習。但由於這些孩子大部分白天都要去泰文學校上課，晚上才來中文學校學習，如此往返與奔波，讀書與休息的時間皆不多，因此，在有限的時間內使用最適合學生的教學法改善學生的學習態度與提升學習成效，是當地從事華語教學者最為關心之事。
　　本研究旨在探討合作學習教學法是否適用於泰北建華綜合高級中學一年級的華文課堂上，並且比較實施傳統式講述教學法與合作學習教學法之後，學生學習華語文的困難點、學習態度與學習成效之差異。研究者以泰北建華綜合高中為背景，實驗研究對象為泰北建華綜合高中一年級兩個班的學生，研究課程為華文課。
　　本研究將結合質化研究與量化研究，依據研究目的，研究者實際進入當地教學場域以瞭解學生的華文程度，研究方法以對照實驗調查法為主，問卷調查法與參與觀察法為輔。透過對照實驗調查法，將兩班學生各自實施合作學習教學法和傳統講述教學法作為研究，分析與瞭解不同教學法對於學生學習成效之影響；再透過問卷調查法與參與觀察法，瞭解學生對於合作學習教學法的學習感受和評量自身的學習態度，並根據統計數據之結果加以說明與解釋學生的學習態度與知悉學生學習華文的困難點，最後，歸納出兩種教學法實行於泰北建華綜合高中一年級兩個班級的華文課時所面臨的困境與利弊，並且提出建議。
　　研究結果顯示，實施合作學習教學法的班級，無論學習態度或學習成效皆較實施傳統講述教學法的班級好；且實施合作學習教學法的班級普遍認為所學的華文知識較為容易，學習華文之困難點較少，唯獨修辭法、成語和相似字對於此班級少部分的學生來說依然有其困難度，但對大部分的學生而言都是可接受的程度。由此結果可推論，合作學習教學法應用於華文課堂上，確實有效提升學生的學習態度與學習成效。

關鍵字

泰北建華綜合高中 ； 僑教 ； 合作學習 ； 學習態度 ； 學習成效

並列摘要

Among the whole Thailand, Northern Thailand is the most intensive area in the quantity of population of the Chinese people live abroad. Most parents are tended to send their children to the Chinese school to study Chinese and inherit Chinese culture. It is tired for the most children, because they need to go to Thailand school during the daytime and go to Chinese school in the evening till night. Therefore, it is very important for Chinese teachers in Nothern Thailand to use the proper teaching skills to promote students’ learning attitude and learning results in the time limit.
　　The purpose of the research is to compare the method of teaching about Cooperative Learning with Didactic Instrution and to evaluate the adaptability－the difficult points about learning Chinese, learning attitude and learning results in the Northern Thailand students. The participants in the research were selected from two Chinese classes of the first-grade students of Chianhua Comprehensive Senior High School in Northern Thailand.
　　Both qualitative and quantitative data analyses were performed in the research. According to the purpose of research, the researcher actually appeared the local teaching place to realize the Chinese level of students. The method of research adopted mainly the control experiment, supplymentary to questionnaire survey and participant observation. The researcher conducted the method of teaching about Cooperative Learning in one Chinese class and the method of teaching about Didactic Instrution in the other Chinese class. According to the control experiment as mentioned above, the researcher analized and understood the different methods of teaching lead to the influence on learning attitude and learning results of students. Then, the researcher plus two other analyses, including questionnaire survey and participant observation were comprised to realize the students’ feelings about the new method of teaching and gave students to write self-assessment about learning attitude. According to the statistical data to describe the students’ learning attitude and explain the difficult points about learning Chinese. Finally, concluding the different methods of teaching in Chinese classes between the two classes encountered difficulities, pros and cons and then provided some possible suggestions.
　　The results of the research showed that the learning attitude and learning results of conducted Cooperative Learning class was better than Didactic Instrution class. Most students of conducting Cooperative Learning thought Chinese to be easier and have less difficult points about learning Chinese. As a result, use the method of teaching－Cooperative Learning can promote students’ learning attitude and learning results.

並列關鍵字

Chianhua Comprehensive Senior High School in Northern Thailand ； Overseas Chinese Education ； Cooperative Learning ； Learning Attitude ； Learning Results

參考文獻

徵引文獻

一、專書

Johnson, D.W., & Johnson, R.T. Cooperative learning and achievement. In S. Sharan（Ed.）, Cooperative learning: Theory and research, 1990, pp.23－37. New York：Praeger

Paul Eggen&Don Kauchak（2010）。 教育心理學：教室之窗。華騰文化股份有限公司。

王政忠（2016）。 我的草根翻轉 MAPS 教學法。親子天下股份有限公司。