「協同學習」運用於大學國文教學之研究

Research on the Application of ＂Collaborative Learning＂ in University Chinese Teaching

江右瑜(Yu-Yu Chiang)

《高醫通識教育學報》 15期 (2020/12) Pp. 26-47

摘要

「協同學習」強調聆聽與互學，以異質性、多元化為主的四人小組中，透過對話式溝通，進行反思性學習。將「協同學習」運用於大學國文課堂，結合生命教育議題，讓同學在互聽、互學和互惠關係中，開展彈性、自主的學習模式。本文旨在探討大學國文課堂運用「協同學習」時成員間的學習狀況，以及建構互學的學習軌跡。本研究採個案研究法，以大一國文理學院的某一小組為研究對象，針對三次的課堂小組討論紀錄加以分析，探討「協同學習」方式下，小組成員學習的情形與軌跡。本研究中可知：一、組員間因個性、習慣上的差異，在小組的推動與運作上，各自扮演不同角色，相互協調互補，共同完成討論任務；二、以生命議題為主軸的討論，多以自身經驗開啟話題，此時，不同背景、不同性別的成員，即提供了不同的想法；三、組員間雖有角色的差異性，但無固定的主導者，面對不同題型，組員間會自動調整，以維持討論的運作，得出討論成果。

關鍵字

協同學習 ； 大學國文 ； 學習共同體

並列摘要

＂Collaborative learning＂ emphasizes listening and mutual learning. In a four-person group that is mainly heterogeneous and diversified, reflective learning is carried out through dialogue communication. Applying ＂collaborative learning＂ to university Chinese language classes, combined with life education issues, allows students to develop a flexible and autonomous learning model in mutual listening, mutual learning, and mutually beneficial relationships. This article aims to explore the learning situation among members when using ＂collaborative learning＂ in university Chinese language classes, and to construct a learning trajectory for mutual learning. This research adopts a case study method, taking a group of the College of Sciences in the College freshman as the research object, analyzing the records of three classroom group discussions, and discussing the situation and trajectory of group members' learning under the ＂collaborative learning＂ method. From this study, we can see: 1. Due to differences in personality and habits, the team members play different roles in the promotion and operation of the group, coordinate and complement each other, and complete the discussion tasks together; 2. Discussions with life issues as the main axis, more Start the topic with their own experience. At this time, members of different backgrounds and genders provide different ideas; 3. Although there are differences in roles among group members, there is no fixed leader. Faced with different types of questions, group members Will automatically adjust to maintain the operation of the discussion and get the results of the discussion.

並列關鍵字

collaborative learning ； university Chinese language ； learning community