合作學習運用於七年級文言文教學之行動研究

The Action Research of Cooperative Learning in Classical Chinese Teaching for Seventh Grade Students

謝謹如(Chin-Ju Hsieh)

指導教授 ： 吳克

健行科技大學/商學院/國際企業經營系碩士班/碩士(2016年)

摘要

本研究旨在探討合作學習運用於七年級文言文教學方案之設計，瞭解實施教學活動時遇到的困難與解決之道，並探討實施合作學習教學後學生的文言文能力的改變。
本研究採用行動研究法，研究對象為桃園市某國中七年級一個班級學生(共28人)，運用合作學習法實施近七個月共十五節課的文言文教學，並以另一班用傳統教學法教授文言文課程之七年級學生(共28人)作為參照對象。研究者透過課堂攝影、課堂觀察紀錄、訪談錄音、文件分析等方式蒐集資料，作為質性資料的分析與歸納，並以量化統計輔助說明。最後依據質、量資料的分析，獲得以下結論：
一、合作學習運用於七年級文言文教學方案設計，透過學習單引導、同儕互助與教師協助下，幫助學生在文言文教學歷程中成為主動學習者。
二、透過調整「教學活動與教材設計」和「合作學習模式與課堂規定」，能解決合作學習教學中所面臨的「課堂秩序不佳」、「小組運作不良」、「制度公允性不足」、「時間掌握困難」、「文言文判斷困難」五個方面的問題。
三、實施合作學習運用於七年級文言文教學後，合作學習班在文言文後測成績不僅顯著優於前測成績，也顯著優於傳統教學班後測成績，且段考文言文題目的全班平均得分在三個研究階段都有提升，由此可知合作學習班學生文言文能力是逐步提升的。

關鍵字

合作學習 ； 文言文教學 ； 行動研究

並列摘要

The purpose of this study is to develop a lesson plan of cooperative learning in classical Chinese teaching for seventh grade students, understand the difficulty and solution of the cooperative leaning implementation, and discuss the change of students’ classical Chinese ability after using the lesson plan of cooperative learning in classical Chinese teaching. The study utilizes action research. The object of study is a class of seventh grade (28 students) in a junior high school in Taoyuan City. They are taught with cooperative learning in classical Chinese teaching (fifteen classes) around 7 months. In addition, the researcher takes another class of seventh grade (28 students) that is taught with traditional teaching method as a comparison. The researcher collects and analyzes the findings through the videotapes, observation records, interview records, and document analysis, as well as quantitative analysis assisted the research to illustrate. The research results are as follows:
1. The lesson plan of cooperative learning in classical Chinese teaching for seventh grade students helps students become active learners in the process of classical Chinese teaching through guided worksheets, peer coaching, and engagement from teacher.
2. By adjusting teaching activities, materials, cooperative learning models, and rules in classroom, it can solve the problems during the teaching process, such as out of order in classroom, poor group work, injustice system, hardness of time management, and difficult to judge classical Chinese sentences.
3. The post-test score of the class after receiving cooperative learning is significantly higher both than the pre-test score and the post-test score of the class which receives traditional teaching method. In addition, the average score of the students’ test increases across three stages. Therefore, we can know the students’ classical Chinese ability get improved gradually after using the lesson plan of cooperative learning in classical Chinese teaching for seventh grade students.

並列關鍵字

Cooperative Learning ； Classal Chinese Teaching ； Action Research

參考文獻

中文文獻

1.丁惠琪(2000)。合作學習應用於國小數學教學之探究。臺北：國立臺北師範學院課程與教學研究所。

2.王力(1981)。古代漢語。北京：中華書局。

3.王月青(2012)。自我發問教學策略結合合作學習對國小五年級學生閱讀理解表現之研究。臺中：國立臺中教育大學區域與社會發展學系。

4.王更生(2001)。國中教學面面觀。臺北：五南出版社。