運用合作學習於程式設計專題教學之行動研究

王子玲

指導教授 ： 吳正己

國立臺灣師範大學/教育學院/資訊教育學系/碩士(2003年)

摘要

本研究希望藉由合作學習專題活動的實施，提升學生對程式設計的學習興趣與成效，並精進研究者程式設計課程之教學。研究以行動研究方式進行，參與對象為某高職資料處理科三年級一個班級的47位學生，共進行三次的程式設計專題。專題製作進行的工作項目包括：選定專題題目、蒐集相關資料、進行專題設計、成果發表等。實施的方式則以合作學習方式進行，學生每5∼6人為一組，由小組共同完成一個專題的製作。蒐集與分析的資料包括活動問卷、課後晤談、專題測驗、學生互評及自評評量表、小組討論記錄表、教師觀察記錄、及教師札記等資料。
研究結果發現：大多數的同學認同專題活動的教學方式，認為有助於學習程式設計，並使他們更能主動思考。在同學互動方面，合作學習可以增進同學間的感情，並且使同學間知識切磋更為主動、頻繁。經由此次研究，教師更能以夥伴的心態了解學生問題，並能以誘導方式引導學生思考，循序漸近引領學生學習。

關鍵字

合作學習 ； 專題製作 ； 程式設計 ； 行動研究

並列摘要

The study aimed to enhance students’ interests and achievements in learning programming by using cooperative learning approach in a programming project course. The action research method was employed in order to investigate the practical problems involved in implementing the approach, and to improve the researcher’s own teaching in programming. Three cooperative learning programming projects were conducted so that the approach could be refined if problems encountered in a previous project. Forty-seven 12th grade vocational high school students participated in the study. Research data, including questionnaires, teacher’s journals, focus group interview, class activity data, was collected throughout the three programming projects.
The findings revealed that most students considered the learning activities improving their learning of programming, motivating them to become active thinkers, and helping them build a better relationship with the peers. In the course of conducting the study, the researcher gradually became a learning partner of the students, learned to understand students’ problem from their points of view, and realized the merits of teaching programming better.