學習共同體教學法應用在國中歷史學習之成效

The Effect of Learning Community Method Applied to History Learning

邱怡芳(Yi-Fang Chiu) ； 鐘珮瑄(Pei-Hsuen Chung)

《國教新知》 64卷1期 (2017/03) Pp. 21-33

https://doi.org/10.6701/TEEJ.201703_64(1).0002

摘要

本研究主要探討學習共同體教學法應用於國中歷史科教學後，是否能讓學生在歷史學習知識和學習態度上有所提升。採取準實驗研究法，利用歷史測驗做量化分析，探討學習共同體教學法應用於歷史學習知識之成效，另輔以課堂學習單的延伸問題和半結構訪談進行質性分析，藉此了解學生經由學習共同體的學習後，思考模式及學習態度是否有所改變。本研究發現，整體學生在進行過歷史教學後，單元成績有明顯提升，實驗組平均高於對照組但進步幅度卻沒有顯著差異；此外，不管是實驗組或對照組，全體同學都有進步，但低分群的進步呈現顯著；就兩組的中低分群而言，實驗組平均分數高於對照組但表現無明顯差別，高分群則是實驗組平均低於對照組而且呈現顯著差別。實驗組內大部分高分群學生在學習單延伸問題的回答上已具備分析及綜合能力，能夠以課本內容為基礎，結合生活經驗與先備知識，提出自身的看法，而中、低分群學生的思考認知層次則以應用及理解為主。整體而言，實驗組大部分學生認為協同小組學習與學習單的方式讓上課變得更加生動，提高學習動機，也更加喜歡歷史。

關鍵字

學習共同體 ； 歷史教學 ； 協同小組學習

並列摘要

The purpose of the study was to discuss the effectiveness of learning community approach on students’ learning achievements, attitudes, and thinking patterns. A quasi-experimental method was adopted as research method. History exam was applied to collect quantitative data. Worksheets and interviews were used to gather qualitative data. The scores of history exam is significantly improved for all students in every group after four weeks of history classes. The average scores of the experimental group was higher than the control group, but the improvement range shows no significant difference. Moreover, the low-score group’s improvement is cosiderably significant in both groups. However, the average scores of middle and low-score group in experimental group were higher than the control group but were no significant difference. The high-score group in control group was significantly superior to the one in the experimental group. Most of the high-score students in the experimental group showed the ability of analysis and synthesis on the worksheets. They were able to use the content in the textbook as basis and then combined with their daily life experiences and common knowledge to express their own point of views. Moreover, the middle and low-score students in the experimental group used application and comprehension as their cognitive abilities. On the whole, most of the students in the experimental group regarded that learning community approach made classes become more interesting, was able to increase their learning movation, and made them like history more.

並列關鍵字

learning community ； history teaching ； collaborative learning

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