國中一年級英語科實施分組合作學習之行動研究

許惠茹(Hui Ju Hsu)

指導教授 ： 陳姚真

國立中正大學/教育學院/課程研究所/碩士(2014年)

摘要

本研究探討國一學生參與教育部分組合作學習計畫之實施歷程、實施問題及學習成效。研究採單組前後測設計進行準實驗研究，共25位學生，男生12人，女生13人。在教學實驗過程中，以異質分組的方式，接受合作學習之英語教學，為期16週，64堂課。本研究以「學生分組合作學習感受」問卷前後測調查及學生上下學期學習評量成績進行相依樣本t考驗檢定，並採訪談等方法收集資料。研究結果顯示：
1. 教師兼研究者在國中英語教室中實施合作學習，歷程分為教學前規劃、教學中維持學習活動之進行、教學後反省修正並累積經驗等三個階段，符合多數分組合作流程。
2. 師生共同練習合作技巧能解決分組合作學習所面臨之主要問題。
3. 根據學生學習評量成績結果顯示，實施分組合作學習前後之學期成績無顯著差異，然實施後之第三次評量班級分數標準差優於前兩次之表現，顯示分組合作學習能減緩雙峰現象。
4. 實施分組合作學習後，學習動機與態度、合作技巧與同儕互動與師生關係皆明顯提升。
5. 教師省思在實施過程中，透過與學生練習合作技巧，改變教學模式，可提升教師專業發展，促進教師角色轉化。
本研究建議，教師應瞭解實施分組合作學習之精神，瞭解實施合作學習可能產生之問題及困難，發展因應策略，並搭配合作策略選用之，將學習的重心交給學生，共創課室裡的春天。

關鍵字

整合式閱讀寫作法 ； 小組競賽法 ； 拼圖法 ； 共同學習法 ； 分組合作學習

並列摘要

In this study, the teacher-as-researcher conducted an individual teacher’s action research in which the teacher implemented the Cooperative Learning methods (CL), Learning Together (LT), Teams-Games-Tournaments (TGT), Jigsaw and Cooperative Integrated Reading and Composition (CIRC) to solve her instructional problems identified in the junior high school English classroom and to improve the students’ learning situations within it. The subjects were the teacher’s first-year class, including twelve boys and thirteen girls. The teacher adopted heterogeneous groups in her application of the four cooperative learning methods.
The main results of this study were summarized as follows:
1. The implement of cooperative learning can be divided into three parts in: Teacher’s preparation of developing workable strategies, the teacher’s activities of guiding students to participation, and the teacher’s modification of her teaching.
2. Cooperative learning can significantly develop students’ confidence. It also improved students’ English learning attitude and motivation.
3. Students’ social skills and the peer interaction were significantly improved after cooperative learning. Interaction between teacher and students was also improved.
4. The students’ English academic achievement was not significant in the research.
5. Teacher found her professional growth after using cooperative learning.
According to the findings above, it is suggested that EFL teachers use cooperative learning strategies in junior high school. For it not only enhances students’ interest in learning English and improve interpersonal relationship, but also helps teacher‘s professional growth and teaching effectiveness.

並列關鍵字

JIGSAW ； TGT ； LT ； cooperative learning ； CIRC

參考文獻

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蔡佩殷(2011)。分組方式在合作學習法中對國中學生英語學習與動機影響之研

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