國中數學教師試行合作學習之行動研究

Action Research on Cooperative Learning in a Math Classroom

10.6767/JSE.200707.0073

范聖佳(Sheng-Chia Fan)；郭重吉(Chong-Jee Guo)

合作學習 ； 行動研究 ； 小組競賽 ； 社會技巧

科學教育

13期（2007 / 07 / 01）

73 - 90

繁體中文

本研究的目的在描述研究者在國中數學教學中透過合作學習的教學方法以改進原來講述式的教學，並探討在實施過程中可能遭遇的問題及尋求解決的方法，同時也探討學生的學習成效。 研究者選取自己導師班的二十位國一學生為研究對象，採用行動研究法，深入情境來改進教學。在引入階段，研究者以漸近的方式讓學生適應合作學習的教學方式，探討在實施過程中遭遇的問題，在反省後提出修正的方式，於精緻化階段實施STAD合作學習教學法，融入改進後之小組競賽方式，並加強學生之社會技巧訓練。資料收集包含研究者的教學日誌、學生的學習週記、與學生晤談資料、問卷及相關文件資料等，除了主要的質性資料分析外，也輔以量化資料的分析。 研究結果發現：在合作學習的教學過程中，學生常有「未充分將自己的想法說出」、「聊天且不專注於學習內容」、「以少數人意見為主」等現象，同時，亦缺乏溝通的技巧及小組成員間積極的互賴不易建立等問題。而研究者對學生實施之小組競賽、社會技巧教學等改進方式是提高合作學習成效的有效方式之一。至於學生的學習成效方面，合作學習的教學法能夠提高學生學習的動機，增加學生上課的參與度，同時改變了學生數學學習的態度。透過教學方式的改變，不僅學生喜歡上數學課，同時讓研究者更喜歡教學的工作，它不再是例行的工作，是一項藝術及希望的工程。

The purpose of this research was to use the method of cooperative learning in the math class to replace the traditional lecture. The problems, the solutions, and the achievements of the students were also explored in this research. The researcher chose twenty seventh-grade students from his own class as subjects. An action research and the deep situational teaching method were inducted. At the inductive stage, the researcher helped students to get used to the teaching method of cooperative learning gradually and discussed the problems. After reflecting the research, a revision was offered. At the elaborated stage, the teaching method of STAD cooperative learning was used and at the same time the reformative team competitions were also adopted. The training of students' social skills was enhanced, too. The researcher's diary, students' weekly learning reports, the records of the talks with students, questionnaires, the related documents and so on are included. Besides the main qualitative research paradigm, the quantitative paradigm are also used. The result of the research is that-in process of adopting teaching method of cooperative learning, we found some situations. For example, ”students often didn't express themselves well”, ”they just chat with each other but didn't concentrate on the content of their learning”, ”only the minority conducted the team”. Also, students lacked communication skills and the creditability among the members of the team wasn't established easily. The team competitions and the social skill instruction that the researcher enforced are the effective ways of increasing the achievement of cooperative learning. As for the students' achievements, the teaching method of cooperative learning can inspire the students' motivation, participation in class. It also changed the students' attitudes toward math. Through the change of teaching method, students enjoy math classes and the teacher likes teaching more. Teaching math is not routine anymore but an artistic and hopeful work.