合作學習在國小英語教學之研究

A Study of the Implementation of Cooperative Learning in an EFL Elementary School Classroom

張淑卿(Shu-Chin Chang)

指導教授 ： 陳月妙

國立中正大學/文學院/外國語文學系/碩士(2013年)

摘要

摘要 本研究的主要目的是探討台灣國小學童對於合作學習運用在英語課的看法並進一步討論實施合作學習的成效。研究對象是一班國小四年級學生，共二十四名。教學時間為十個月。教材以康軒版Hello, Darbie!第五、六冊為主。教學設計結合了學生小組成就區分法 (STAD)、小組遊戲競賽法 (TGT)二種合作學習的架構。 本研究資料主要來自於問卷調查、教室觀察、老師週誌、學生自省表、訪談及學生成就測驗。資料分析包含量化的描述性統計及質化的內容分析兩種方法。研究結果顯示: 一、合作學習能增強學生的社交技巧，有助於學生的人際關係。二、合作學習對於個人學習英語的態度、動機、喜好、自信皆有正面的影響。三、合作學習有助於學生的聽、說、讀、寫四種能力及字彙、文法的學習，縮小學生之間的差距。四、合作學習有助於減少高成就者與低成就者之間的差距。

關鍵字

合作學習 ； 英語學習成就 ； 英語學習動機 ； 英語學習態度

並列摘要

Abstract The purpose of the current study was to explore the effect of cooperative learning (CL) on EFL elementary school students’ social skills, learning attitude, learning motivation, and English achievements. A total of twenty-four fourth graders from the elementary school in Taichung city suburb of Taiwan participated in this study for ten months. The Students Team Achievement Division (STAD) and Team Games Tournament (TGT) were picked out and modified as the framework of the instructional design. Heterogeneous-ability grouping was adopted in the CL classroom. The data of the study was collected by students’ self-reflection sheets, interviews, questionnaires, classroom observation checklists and teacher’s notes. Students’ English exam scores were also analyzed to understand the effect on their English learning achievement. Both qualitative and quantitative procedures were included. Results had reflected a generally positive response from students’ perceptions of CL. The major findings of the study were (1) the efficiency of CL boosted students’ social skills and interpersonal relationship, (2) the students showed positive attitude and strong motivation to learn English, (3) CL improved students’ English achievements, (4) CL helps to bridge the gap between the high achievers and the low achievers

並列關鍵字

cooperative learning ； motivation ； attitude ； achievement

參考文獻

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REFERENCES

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