本研究旨在探究運用STAD合作學習法於國中英語補救教學後,對學生英語學習興趣之影響與實施過程之遭遇問題及解決策略。本研究採取行動研究法,以國中三年級導師班9名英語學習低成就學生為研究對象,進行為期8週之研究。研究工具包括:「國中生英語學習興趣量表」、教室觀察、訪談紀錄、學生學習心得、省思札記等。將所得資料整理與分析後,本研究獲致以下結論:一、運用STAD合作學習法於國中英語補救教學整體表現未達顯著差異,但在情境興趣上有明顯提升。二、STAD合作學習法營造融洽的上課氣氛,因此增進學生學習意願、提升學習信心。三、運用STAD合作學習法於國中英語補救教學實施過程中,在教師教學、學生學習方面存在的一些問題,經研究者反思、擬定及執行後獲得改善。最後,依據研究發現與結論提出建議,以作為未來英語補救教學及後續研究的參考。
The purposes of this study were to investigate the influence on students’ English learning interests by applying Student’s Teams Achievement Division (STAD) cooperative learning into English remedial instruction in junior high school, and to explore the problems encountered when implementing the STAD cooperative learning process and the solution strategies. Nine ninth- grade low achievers participated in the action research for eight-week English remedial instructions. In this study, the researcher collected and analyzed data from “the interest scale of student English learning”, classroom observation, interviews, students’ feedbacks, and the researcher’s reflective journal. Based on the findings of the study, the results indicated as follows: First, results of pretests and posttests showed that students’ overall performances in STAD cooperative learning didn’t reach obvious differences, but there was a significant difference on the situational interest of the interest scale of student English learning. Second, STAD cooperative learning created a harmonious classroom atmosphere, which in turn strengthened the students’ willingness to learn, as well as their concentration and confidence. Third, in the process of applying STAD cooperative learning, a number of problems occurred both in teaching and learning. After the researcher adopted various strategies deliberatively, the problems were solved. According to the research results, suggestions in English remedial instructions and for future studies were provided.