摘要 本研究採行動研究法,探討於國中數學教室情境中,運用合作學習輔以認知學徒制的教學方案,以解決研究者的教學困境,並了解其對學生學習的影響。 本研究於2014年2月至2015年1月間進行二次行動方案,針對研究者任課班級30名學生實施為期一年的數學課程。研究者針對數學學習日記、教師觀察、教學反思與晤談學生,輔以錄音、錄影所獲得的資料,並根據Patton(1990)資料分析的步驟加以整理與分析,輔以量化資料獲得研究結果。 研究結果發現:研究者根據兩次行動方案後知道如何有效進行合作學習輔以認知學徒制的教學方案,且在數學課實施此教學模式能促進學生學習成效,並進一步提升了教師的專業成長。 最後,依據研究結果,提出在國中實施合作學習輔以認知學徒制之建議,以供教學應用與後續研究者參考。
Abstract The study combined both cooperative learning and cognitive apprenticeship as a teaching program in math teaching. The study aimed to solve the problems that the researcher faced in practical teaching context to understand how these two teaching approaches affected students’ learning. The study adopted the action research approach. About 30 students participated in this study. The researcher designed the math lessons by using both cooperative learning and cognitive apprenticeship and executed the teaching program for a whole year. The researchers collected the datum by asking students to keep math learning diaries, observing students’ performances in class, reflecting teaching procedures, recording the teaching process during the class. Through the results of the study, the researcher knew how to combined cooperative learning and cognitive apprenticeship effectively and knew how to promote students’ learning effects by using this teaching program. Also, it helped to enhance teachers’ professional growths. Finally, based on the research findings, the researcher proposed some suggestions for the future studies of using cooperative learning and cognitive apprenticeship teaching program in math teaching.