- 學位論文
合作學習運用於高職餐飲科教學之行動研究
Action Research of Applying Cooperative Learning to Teaching in the Food and Beverage Department of a Vocational High School
摘要
本研究旨在探討高職餐飲科學習領域教師融合學生小組成就區分法和共同學習法等兩種學習模式形成之教學步驟，在教學行動中遭遇的問題以及解決的方法。探究學生學習成長過程以及與教師教學省思，可提昇研究者的教學專業。本次研究主軸為行動研究方式，研究對象高職餐飲科一年級共10名學生，研究學科領域為高職一年級-中餐烹調學習領域；未來以參加在校生技能檢定為目標，主要教材來源為群英出版社中餐烹調課本以及勞動力發展署中餐烹調檢定術科講義等。研究者透過問卷、教學觀察、訪談、教學省思等方法來資料蒐集，彙整分析後歸納出本次研究結果。根據研究結果及討論，獲得研究成果如下： 一、合作學習歷程可區分教學前規劃（計畫）、教學活動（執行）、教學後檢討及反思（考核）等三個階段，師生在中餐烹調課程中可使用合作學習方式解決所面臨的問題。 二、實施合作學習，可以讓學生學習動機與態度明顯提升，可增加學生人際關係及互助精神。 三、實施合作學習師生關係獲得改善，轉變成漸趨密切，亦能幫助教師教學上的專業成長。
並列摘要
The main purpose of this study is to discuss the teaching steps of two learning model, Learning Together and Student Teams-Achievement Divisions in food and beverage learning field of vocational education. The problems they face during teaching, and the solutions they find out. Discover the process students grow and the teaching reflection from teacher. To enhance the teaching profession of the researcher. The study group are ten tenth grade students in vocational school. The study field is the chinese culinary learning of tenth grade students in vocational school. The goal of the students is to pass the technician test for Chinese culinary before they graduate from school in the future. The main textbook is chinese cuisine published from Ching Ying and handout about technician test for Chinese culinary of ministry of labour, etc. Researcher collects research materials through questionnaire, observation of teaching, interview, teaching reflection, etc. Get the result of research after analyzing. According to the results of research and discussion, the following are the results. First, Learning Together can separated into three stages, teaching plan, teaching activity（execution） and reflection after teaching. Teachers and students can solve the problems of Chinese cuisine with the way of learning together. Second, the implement of learning together can enhance students’ learning motivation and attitude obviously. By the way, it can also improve their Interpersonal relationships and the attitude to help each other. Third, improving the implement of learning together can lead to the relationships between teachers and students more closely, and help teachers’ professional growing. According to the result of the research, there are four suggestions below: First, teachers have to participate in workshop associated with Learning Together or training of teaching before conducting Learning Together. Second, assessment means related to Learning Together should be researched and used. Third, the implement of Learning Together should be adjusted by students’ learning attitudes. Fourth, to the purpose of enhancing teachers’ professional growing, the implement of Learning Together should be continued. Keywords: Learning Together, Chinese culinary technique, Learning effect