小組合作學習形式對學生學習行為的影響

鄧國基

指導教授 ： 陳文典

國立臺灣師範大學/理學院/物理學系在職進修碩士班/碩士(2003年)

摘要

本研究在於發展一種具備有個別化教學特質的教學法－運用「小組合作」的活動方式，以便使不同程度的學生均能獲得學習。成效的觀測採質化和量化兩種方式；質化方面運用行動研究法；撰寫教學日誌不斷地作反思與回饋，改進教學措施。而量化方面採用準實驗設計：不等的前測---後測控制組設計，以獲得學生行為改變的資料。依據觀測所得，我們發現：運用小組合作形式的實驗組其正向學習行為有增強趨勢，並且其小考考試成績有逐漸提升趨勢，表示其學習積極性不斷地在增強。
究其原因，乃係採取小組活動的方式，開闢同儕間相互學習的風氣，等於增加很多學習的管道給學生。由本研究的結果發現，這一種同儕學習的成效對成績不好（低分群）的學生助益最大。但是，合作教學有其必要的條件才能發揮它的作用；可利用小組間的成果來比較，使成員對小組形成一種負責和團體的意識，讓學生對團體有歸屬感，並且願意為團體的共同目標努力，這是合作學習成功最重要的關鍵所在。我們的成功，其根本原因在於合作學習的模式很容易促進學生的學習熱忱，因為我們的評量不採個人間的競爭，使學生不必承受個人失敗的壓力，所以很自然地產生對學習的正向態度。

關鍵字

小組合作學習形式 ； 學習行為

並列摘要

This study is for developing a methodology of individual teaching --- to help students in different levels learn through the activity of group co-operation. Observation and measurements of the result were performed in two ways: the qualitative research and the quantitative research. In the former, the research was conducted in such a way as to make continuous reflections and feedback by keeping journals and then improving teaching methods. In the latter, the experimental design was conducted in an effort to obtain data on student’s behavior modification by non-equal pre-measurement and post-measurement design. According to the observations and measurements, we found that the experimental group using group co-operation showed more and more positive learning behavior and the test scores became higher and higher, which means that the group members were learning more and more actively.
The reason why the result mentioned above was able to happen is that the students learned from each other through group activity, which offers many different ways of learning to students. In the study, we can see that the effectiveness of learning from each other helps the students in lower levels the most. However, co-operative learning can work only under some conditions. Comparing what each group has done can help the members develop a sense of responsibility and team work toward their own group. And it can also help students develop a feeling of belonging to the group and a willingness to work hard for the goals of the group. This is the most imperative part which the successful co-operative learning is based on. The reason for success is that the pattern of co-operative learning can easily increase the student’s enthusiasm for learning. Our evaluation doesn’t include individual competition, and every student didn’t have to take on the pressure of personal failure, so they could naturally develop a positive attitude toward learning

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