「分組合作學習」運用於國中國文教學之行動研究
--以「十二年國民基本教育核心精神」為開展

提要本文旨在研究十二年國中國民教育的核心精神，以學習者為學習中心的教學探究，實驗於本校九年級國文課堂中之成效為何？再輔以「分組合作學習」的教學策略，加上補救教學評量方式來檢核以學習者為學習中心的政策是否合於教育現場之需求。現今教學現場中，有許多教育先進完成了有關「分組合作學習」的研究及發想，而研究者試想以十二年國教之核心精神，實驗不同的教學法及翻轉教育的元素，並且利用補救教學的檢核評量機制，來證實「分組合作學習」確能達到十二年國教之核心理念，以學習者為主體。本研究以行動實驗為取向，研究者即教學者，研究主體為研究者所任教學校的二個九年級班，一分為實驗組，一分為對照組，先進行前測，瞭解學生的起點行為，實驗進行中加入變異因素(如不同的教學方法、不同的評量方式、不同的上課座位排列方式等等……)，藉以獲得實驗結果，並結合相關文獻來進行分析，以驗證十二年國教之基本教育核心精神運用於國中國文教學是否可行。

關鍵字

分組合作學習；行動研究；十二年國中國民教育核心精神；國中國文教學

並列摘要

Abstract This essay investigates the core beliefs of the twelve-year compulsory education whether learner-centered teaching can work on the Chinese classes in the ninth grade in my school. Besides, the strategy of cooperative learning and the assessment of remedial teaching were used to assess whether learner-based teaching can be used in the classroom. Nowadays, many teachers have studied and presented cooperative learning in the classroom. In this essay focusing on learner-centered learning, to prove that cooperative teaching could attain the core beliefs of the twelve-year compulsory education, different teaching methods, and the elements of the Flip Education were adopted with the core beliefs of the twelve-year compulsory education. The assessment of remedial teaching was also used in this essay. This study is collaborative action-research oriented. That is, the researcher and the teacher are the same person. Students were ninth graders in two classes in the same school and they were divided into the experimental group and the control group. The test before classes was taken to understand students’ entry behavior. During the investigation, variances were taken into consideration, such as different teaching methods, different assessments, and seating arrangement of desks in a classroom, etc.. Some references were also used to analyze the study and put to the proof that the core beliefs of the twelve-year compulsory education can be applied in teaching Chinese.