合作學習應用於國語科教學之行動研究

The Action Research of Applying Cooperative Learning on Chinese Teaching

蔡慧子(HUI-TZU TSAI)

指導教授 ： 魏渭堂

中臺科技大學/護理學院/文教事業經營研究所/碩士(2017年)

摘要

本研究旨在描述研究者以國小四年級24位學生為研究對象，進行六週共三階段合作學習應用於國語科教學的過程，對學生學習動機與合作技巧的影響，以及討論和發表能力的改變。
本研究採用行動研究法，為了完整呈現研究結果，在研究過程中除了收集相關量化資料，也進行質性資料的蒐集，並以三角校正法分析資料，歸納本研究的結論如下:
一、學生分組合作學習應用於國語科教學之歷程探討：分組合作技巧指導應優先於分組活動的進行、分組合作學習策略可以多種彈性運用、教學中應讓學生有充足的時間討論及發表、教學後師生共同討論與修正。
二、合作學習教學前後學生動機都很高，無顯著差異。
三、學生習得注意聽、幫助同學、鼓勵同學、發言討論、認真參與五項合作技巧，且合作技巧顯著提升。
四、學生討論與發表能力在同儕互助合作及觀摩學習下，顯著提升。
根據上述研究結論，提出教師在實施分組合作學習方式在國語科上的建議。

關鍵字

合作學習 ； 國語科教學 ； 行動研究

並列摘要

The research recruited 24 fourth graders participants. It is conducted during a period of six weeks with three stages of applying cooperative learning methodology in process of teaching Chinese, to investigate the influence upon students’ learning motivation, collaboration skills, as well as the abilities to discuss with others and express themselves in public.
Action research method is used in the study. In order to fully present the results , not only the relevant quantitative data is collected during the course of the study, but also the qualitative information is collected. Also, the triangular correction method is applied to analyze the data, and to summarize the conclusions of this study as follows:

1.The application of Grouping Cooperative Learning to Chinese Teaching: the guidance of Grouping Cooperation Skills should be prior to subgroup activities. Group cooperative learning strategies can be used in a variety of flexibility. Students should be allowed to have sufficient time to discuss with each other and express themselves in public. After teaching, both teachers and students should do some discussing about it and ammend the teaching stratagies if necessary.
2. Students’ learning motivation are very high before and after cooperative learning. There’s no significant difference whether it is prior or after cooperative learning.
3. Students’ collaboration skills have been improved significantly. They learn to listen carefully to others, to help others, to encourage others ,to speak in public, and to participate in activities seriously. And these five mentioned collaboration skills have been improved significantly.
4.Students’ abilities to discuss and express themselves have been improved significantly under peers’ mutual cooperation and observing.
Based on the above conclusions of the study, the researcher proposes that teachers who are applying cooperative learning methodology to the process of teaching Chinese.

並列關鍵字

cooperative learning ； Chinese language teaching ； action research

參考文獻

蔡克容（1998）。建構主義對教育改革的啟示。課程與教學，1（3）， 47-60。

一、中文部分

丁世芳（2006）。以小組合作學習探究國小四年級學童「月亮」單元的概念學習(未出版之碩士論文)。國立臺北教育大學，臺北市。

丁惠琪（2000）。合作學習應用於國小數學教學之探究(未出版之碩士論文)。國立臺北師範學院，臺北市。

于富雲（2001）。從理論基礎探究合作學習的教學效益。教育資料與研究，38，22-28。