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  • 學位論文

屏東偏遠國中國文教學實施合作學習之行動研究

Action Research of Teaching Chinese in the Pingtung's Remote District Junior High School Using Cooperative Learning

指導教授 : 鍾鳳嬌

摘要


本研究旨在探討國中國文學習領域教師融合學生小組成就區分法與共同學習法兩種合作學習模式形成之教學步驟,發現教學行動中遭遇到的問題與解決策略,探究學生學習成長與教師教學省思,並提升研究者之教學專業。本研究以行動研究方式,研究對象為國中七年級共29名學生,研究學科領域為國中七年級國文學習領域,主要教材來源為翰林版教科用書。研究者透過教學觀察、學生及研究協同教師訪談、教學省思札記、文件分析等方式蒐集資料,並進一步分析、歸納出研究結果。根據研究結果與討論,獲得研究結論如下: 一、合作學習歷程可分為教學前規劃、教學中維持教學活動、教學後反 思三個階段。 二、師生共同學習合作技巧能解決合作學習所面臨之主要問題。 三、實施合作學習,學生學習態度與動機明顯得到提升。 四、實施合作學習,能增進學生互助精神與同儕互動。 五、實施合作學習,使師生關係漸趨密切。 六、實施合作學習,能幫助教師專業成長。 根據研究結論,提出以下具體建議: 一、教師實施合作學習教學前,應接受合作學習教學技巧與合作精神之 相關課程訓練。 二、教師應藉由合作學習的實施,實現自我專業成長。 三、合作學習之評量應研發適用評量工具。 四、合作學習實施之時程應視情況而調整。 五、合作學習之研究對象與實施場域方面。 關鍵詞:合作學習,行動研究,國文教學

並列摘要


Abstract: The purpose of this study is to explore what steps of elementary social studies teacher integrate different cooperative learning models, describes what problems a teacher may encounter and how to solve them. In addition, discusses different levels on expression and learning ability students' growth of expression, communication, interaction and academic achievement. This study also attempts to learn how a teacher may improve professional growth through self-reflection. Action research was adopted in this study. The subjects of this study were 29 seventh grade students from a junior high school. Data such as observation records during classes, interview notes, teaching diary and other related documents were collected and analyzed to answer the research questions. The main findings of the study are 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 reflections. 2. Teacher and students to learn cooperation skills to solve the major problems facing the cooperative learning. 3. Cooperative learning improved students’ learning attitude and motivation. 4. Cooperative learning can promote the students' spirit of mutual support and interaction. 5. Cooperative learning could improve the interactive relationship among teacher and students in closely direction. 6. Cooperative learning makes teachers' professional development. Finally, the researcher provides some recommendations for applying cooperative learning in the school. The researcher also provides some suggestions for further studies in this direction. 1. Teachers should be train the cooperative learning skills and spirit of cooperation before cooperative learning 2. Teachers should be achieved professional development by cooperative learning. 3. It was necessary to develop suitable assessment tools for cooperative learning. 4. The time of the cooperative learning should be adjusted depending on the situation. 5. The teaching strategies of cooperative learning should be adjusted based on research subjects and study fields. Keywords: Cooperative learning, Action research, Chinese teaching

參考文獻


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被引用紀錄


陳娟娟(2016)。合作學習法對屏東縣國中八年級學生英語科學習之影響〔碩士論文,國立屏東科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0042-1805201714160777

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