運用合作學習融入國小五年級國語領域教學之行動研究

NHUIR > College of Social Sciences > Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies > Disserations and Theses(M.A. Program in Public Policy Studies) > Item 987654321/25831

Please use this identifier to cite or link to this item: http://nhuir.nhu.edu.tw/handle/987654321/25831

Title:	運用合作學習融入國小五年級國語領域教學之行動研究
Other Titles:	An Action Research on Applying Cooperative Learning to the Fifth Grade Chinese Course
Authors:	王靜莉 WANG, CHING-LI
Contributors:	國際事務與企業學系公共政策研究碩士班彭安麗 PENG, AN-LI
Keywords:	國語領域;行動研究;合作學習;小組遊戲競賽 Chinese;action research;cooperative learning;group game competition
Date:	2017
Issue Date:	2017-12-08 13:30:57 (UTC+8)
Abstract:	本研究旨在探討教師應用合作學習─小組遊戲競賽法於國語領域教學的課程規劃與實施歷程，解決教師在教學現場所遭遇的問題。本研究之研究目的是想要瞭解合作學習對於學生學習動機之影響，以及師生關係及同儕互動之影響，並透過本研究進行教師的自我省思與教學成長。　　本研究採用行動研究法，研究者即教學者，教學的實施對象為臺中市某國小五年級研究者任教的一個班級，該班學生一共 27 名，其中男生13位，女生14位，以異質分組的方式，接受合作學習之國語教學，總計進行21週。研究者透過教學觀察紀錄、訪談、學生文件、教學札記、問卷等方式蒐集相關資料，並進行資料的整理與分析。　　經由分析與討論，本研究的結果如下：一、運用合作學習教學策略，有助於營造活絡的教室氣氛。二、在合作學習的教學活動中，能促進學生同儕的互動並有助於培養良好的社會技巧。三、在實施合作學習的教學過程中，師生互動更加密切並有助於培養融洽的師生關係。四、透過合作學習能增進學生學習動機、促使學生主動學習。五、透過行動研究，不斷省思、修正策略、再行動的反覆過程，有助於研究者解決教學現場所遇到的問題，並提昇國語領域教學技巧。　　最後，研究者根據研究結論，針對學校教育方面及國小班級應用合作學習教學提出建言。另外研究者也針對後續研究之方向提出建議供未來研究之參考。　　The purpose of this study is to explore the incorporation of cooperative learning-group game competition into Chinese, and to describe the problems a teacher may encounter with as well as the solution to solve them. The aim of this study is to understand the influences of using cooperative learning on the interactions among the teacher and students in Chinese, and the impacts on students' learning motivation. This study also attempts to learn how a teacher may improve professional growth through self- reflection.　　Action research was utilized in this study. The subjects of this study were 27 fifth grade students from an elementary school in Taichung city. 27 students were taught Chinese in heterogeneous groups for 21 weeks using cooperative learning methods. Data such as observation records during classes, interview notes, teaching diary, questionnaire and other related documents were collected and analyzed to answer the research questions.　　The main findings of the study are as follows: 1. The use of cooperative learning strategy helps create active classroom atmosphere. 2. Cooperative learning facilitates social interaction among students and helps develop good social skills. 3. During the implementation of cooperative learning, it enhances positive interactions among teachers and students. 4. Using cooperative learning in social studies may increase students' learning motivation and facilitate students' active learning. 5. By action research and repeating the process of constantly self-reflecting, revising strategies, and taking actions, a teacher may solve the problems in the field and enhance teaching skills.　　Finally, the researcher provides recommendations for applying cooperative learning in the school. The researcher also provides some suggestions for further studies in this direction.
Appears in Collections:	[Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies] Disserations and Theses(M.A. Program in Public Policy Studies)

Files in This Item:

File	Description	Size	Format
105NHU00025025-002.pdf		2318Kb	Adobe PDF	817	View/Open
index.html		0Kb	HTML	334	View/Open

Loading...