合作學習應用於國小高年級學童動物保護教育之行動研究

外文標題: 
An Action Research on the Application of Cooperative Learning to Animal Protection Education for Senior Grades of Elementary School Students
出版年份: 
2014年
主題類別: 
摘要: 

本研究旨在探討合作學習應用於國小高年級學童動物保護教育的歷程與效果,以及教師在教學過程中的省思與成長。研究對象為研究者所任教的某國小六年級學生,研究期間為兩個月,共進行三個主題單元,九節課的動物保護教育課程。研究過程蒐集教學計劃、教師省思日誌、協同研究教師觀察紀錄以及學生文件資料等,進行質性資料分析,並以動物保護問卷進行相依樣本t考驗、單因子獨立樣本共變數分析和無母數分析。研究結果如下:
一、合作學習應用於動物保護教育之實施歷程中,遭遇的問題有小組互動不良、合作技巧不佳、討論時的秩序掌控、教學時間延誤等。在解決對策上,除了落實組員工作的分配,強化組長的功能外,建立並強調報酬獎勵系統也是增進小組互賴、改善互動不良的好方法。研究者同時也修正團體歷程評分表、簡化課程設計及教學步驟,讓組員都能有時間參與討論並控制發表時間。在行動研究中,經過研究者省思修正回饋後,最終亦找出合適且有效的教學策略與模式。
二、合作學習有助於提升學生在動物保護知識及態度之學習成效,而學生對於合作學習的看法傾向正面,認為可以改變自己的學習態度,並更容易學會課程內容。
三、在行動研究之實施歷程中,研究者除了嘗試合作學習的教學策略,也得到同事、協同研究教師、指導教授的支援與建議,不斷進行反思以克服教學上的困境,改善教學品質,進而獲得教學專業技能的成長。
根據以上研究結論,本研究從教學與未來研究發展方向兩方面,提出具體建議,以供有意實施合作學習於動物保護教育之教師參考。

外文摘要: 

This study aimed to explore the process and effects of an action research on the application of cooperative learning to animal protection for senior grades of elementary school students, as well as the progress of teachers. Subjects of this research were 23 sixth grade students in an elementary school where the researcher teaches in. This research included three main topics and a nine-credit animal protection course for two months. The research was able to execute qualitative data analysis with the help of teaching plans, self-examination records and notes from teachers, and documents from students. Data from animal protection questionnaire was further analyzed by dependent sample T-tests, one-way ANCOVA and nonparametric test, which was summarized as follows:
1.Some problems such as bad group interaction, poor cooperative skills, keeping order in class and time delays arisen from applying cooperative learning to animal protection. Besides a proper cooperation and enhancement of function of group leader, establishment of reward system was found to be a good solution. The researcher also tried to improve the evaluation sheet, design of the course and teaching steps to have a better time control so that every student could be participated in the group discussion. Conclusively, the researcher established a proper and efficient way of teaching from the action research.
2.Cooperative learning was able to improve knowledge and attitude of students in animal protection. Students also change their attitudes toward learning and found it easier to learn the content of the course.
3.The researcher not only tried some new strategies of cooperative learning but also made progress in teaching skills owing to encouragement and advises from co-workers and the advisor to improve the quality of teaching during the action research.
There are some concrete suggestions about the future development of teaching and research provided to those teachers who might be willing to apply cooperative learning to animal protection based on the results of this study.