國中理化教師試行合作學習之行動研究

Action Research on Cooperative Learning in a Physical Science Classroom

黃台珠(Tai-Chu Huang) ； 黃建瑜(Chien-Yu Huang)

《科學與教育學報》 4期 (2000/06) Pp. 307-319

https://doi.org/10.6449/JSE.200006.0307

摘要

本研究旨在描述研究者在國中理化教學中透過合作學習的方式以改進原有講述式的教學，並探究在實施過程中研究者所遭遇的困難及尋求解決的方法，同時也關心學生的反應。
本研究採用行動研究法，選取研究者任教一個二年級班級進行研究。經由教室觀察、訪談、問卷、研究日誌及收集相關文件資料來分析探究，在行動中反省自己的教學方式，發現問題不斷的改進教學，並尋找合適的方式繼續實行。
研究結果發現：實行合作學習能提昇師生互動、學生間的互動、學習動機，至於學習成效方面不會比傳統講述式教學差，此外亦能幫助部份低成就學生的學習、幫助研究者在教學上建立自信。研究過程中遭遇的困難主要為學生的合作技能和任務執行的能力有待加強以及研究者的班級經營能力、同事之間合作品質不佳，至於學生的反應大多持正面的態度，甚至大部份的學生表示喜歡上理化課。此外在研究過程中不僅學生有收穫，研究者也從研究過程中獲得成長，使教學富有挑戰性。

關鍵字

合作學習 ； 班級經營

並列摘要

The purpose of this study was to investigate the effect of cooperative learning in a junior high physical science classroom. The researcher tried to improve her teaching in order to meet students’ needs. The action research was employed in an eighth-grade physical science classroom. The methods used for collecting data are classroom observation, interviewing the students, questionnaires, and research diary. The conclusions were that cooperative learning could improve the interactions between teacher and students, students and students. It also enhanced the learning motivation and learning achievement of students. It made the low achievement students learned better. The researcher got self-confidence in teaching too. The quality of this study should be improved in following areas: students’ capacity for co-operation, the researcher skills for classroom management, and the cooperative intention of the colleagues. However, all the students had positive feeling to cooperative learning. A lot of students said they had positive feelings to physical science gradually. The benefits of action research are improving students’ learning ability and also researcher teaching ability which can help to face the challenge for the future learning and teaching.