摘要
本研究旨在利用詮釋研究法，以社會建構主義的觀點深入瞭解高中學生於生物課的合作學習活動中的學習歷程、影響因素，以及個案敎師有效經營合作學習活動的敎學實務。研究中持續進行一學期的敎室觀察，配合訪談敎師以瞭解其敎學實務中的考量，並利用半結構性問卷、訪談等方式收集學生對學習效果和感受的想法。 研究結果發現：（一）個案小組的學生在合作學習活動的過程中，在敎師的引導、協助下，透過學生與師生間的互動，淚發其在近側發展區中的學習，經歷確認期、成形期和反思期三個階段中的一些關鍵事件後，逐步逹成活動要求的水準。（二）大部分的學生認為活動的學習效果良好是因為活動1.有助於理解2.能引學習興趣3.能促進思考，此外4.舊有的學習經驗也有助於現在的學習。在學習的感受方面學生素示喜歡活動是因為1.活動的方式有趣2.學習效果顯著3.可以新自動手4.可以互相討論。少數學生則是認為活動說明不夠清楚，或使用的材料不夠精緻，影響了他們的學習效果和感受。（三）個案敎師有效經合作學習的敎學實務有以下七點：1.充分利用合作學習的敎學模式2.善用合作學習活動3.持續監控教學進度4.能鼓勵學生學習的加分策略5.善用評量6.提供適當的鷹架7.有效促進學生互動的點人策略。
關鍵字
無資料並列摘要
The purpose of this research is to investigate students’ learning process in a cooperative learning biology classroom. Classroom observation was carried out for a whole semester. Interviews and questionnaires were used to collect teacher’s and students’ thinking and feeling about the cooperative learning. The findings of this research are:1. Students interacted with each other and were guided and helped by the case teacher in the process of cooperative learning. Interactions stimulated the development of students’ “zone of proximal development”. There are three stages identified during the learning process: stage 3, “evaluating the answers”. 2. Most students expressed that activities were effective because: (1 ) They could improve students’ understanding. (2) The activities could improve their learning outcomes. (3) They could have hands on experience. (4)They could discuss with other members. A few students expressed that activities were not so effective or interesting because the explanation of activities were not clear enough for understanding and the material selected for the activities was not well designed. 3. There are seven strategies, which the case teacher used to improve cooperative learning: (1) She employed cooperative learning model sufficiently. (2) She applied cooperative learning activities effectively. (3) She monitored students’ learning process. (4) She provided extra credits to encourage students’ learning. (5) She used assessment strategies effectively. (6) She provided students with appropriate “scaffolds”. (7) She encouraged students’ interactions with assignment strategy.