應用合作學習提升人際關係之行動研究—以國中九年級體育科為例
No Thumbnail Available
Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
學生的角色除了書本知識的學習外，最重要的是學習如何生活，學習如何學習、體驗並感受生活周遭人事物等。然而現今因時代潮流的改變，人類生活型態與環境有了變化，例如3C產品的使用及普遍性、家庭結構改變等，使學生在面臨生活周遭的環境時，較缺乏直接的體驗與感受，也因為過度的依賴通訊產品，當他們面臨人際互動及溝通合作時，便造成單打獨鬥、被動學習等情形。為因應時代潮流，教學不再只著重於知識上與運動技能的學習，而是越來越強調學生問題解決能力與團隊合作、溝通分享等社會互動之培養，所以學習應該是由學生共同參與和互動而產生，擺脫過去單打獨鬥的情形，以增進與人的溝通、分享與討論。本研究採行動研究方式，旨在探討合作學習實施於體育課堂中對於學生人際關係與學習成效的影響，及教師教學應用策略歷程與省思。研究參與者為研究者所任教之九年級班級，共23位學生為對象，以合作學習法進行體育課程。每週上課2次，每次45分鐘，共實施8週。透過問卷、訪談與文件分析，結果發現：一、合作學習應用於體育課程可提升九年級學生之間的默契與互動；二、合作學習應用於體育課可提升體育領域學習之成效；三、合作學習在體育課的設計與實施受多元活動課程安排與教師專業發展情形，影響合作學習的實施成效。
Besides absorbing knowledge from books, learning how to live, how to learn, to experience and feel everything around the world has more significance for a student. However, with the change of the tendency of the day, people’s lifestyles and environment have changed enormously, such the widespread of 3C products and the change of family structure, which contribute to the students’ lack of direct experiences and connections. Also, they tend to prefer working alone and learning passively when it comes to interpersonal interaction and cooperation. In accordance with mainstream, transmission of knowledge and skills is no long the whole story of teaching; instead, it puts more and more emphasis on the students’ problem-solving abilities, group cooperation, communication and sharing, and social interaction. Therefore, learning takes place when students participate and cooperate with each other. They improve personal communication skills through sharing and discussing with others instead of working alone. This study is an action research aiming to probe the influence on the students’ interpersonal relationship and learning effectiveness with the application of cooperative learning in PE class, and also the teacher’s use of teaching strategies and introspection. The subjects for this study are the researcher’s students from one classes, including 23 students in the experimental group for which the cooperative learning strategies are implemented in PE class. They have classes twice a week, 45 minutes for each class, and the duration is 8 weeks. Via questionnaire, interview and data analysis, the result shows: 1. Cooperative learning in PE class improves students’ tacit understanding and interaction. 2. Cooperative learning in PE class significantly improves students’ PE class learning effectiveness. 3. The design of cooperative learning in PE class and the arrangement of multiple curricular activities have impact on cooperative learning.
Besides absorbing knowledge from books, learning how to live, how to learn, to experience and feel everything around the world has more significance for a student. However, with the change of the tendency of the day, people’s lifestyles and environment have changed enormously, such the widespread of 3C products and the change of family structure, which contribute to the students’ lack of direct experiences and connections. Also, they tend to prefer working alone and learning passively when it comes to interpersonal interaction and cooperation. In accordance with mainstream, transmission of knowledge and skills is no long the whole story of teaching; instead, it puts more and more emphasis on the students’ problem-solving abilities, group cooperation, communication and sharing, and social interaction. Therefore, learning takes place when students participate and cooperate with each other. They improve personal communication skills through sharing and discussing with others instead of working alone. This study is an action research aiming to probe the influence on the students’ interpersonal relationship and learning effectiveness with the application of cooperative learning in PE class, and also the teacher’s use of teaching strategies and introspection. The subjects for this study are the researcher’s students from one classes, including 23 students in the experimental group for which the cooperative learning strategies are implemented in PE class. They have classes twice a week, 45 minutes for each class, and the duration is 8 weeks. Via questionnaire, interview and data analysis, the result shows: 1. Cooperative learning in PE class improves students’ tacit understanding and interaction. 2. Cooperative learning in PE class significantly improves students’ PE class learning effectiveness. 3. The design of cooperative learning in PE class and the arrangement of multiple curricular activities have impact on cooperative learning.
Description
Keywords
小組合作, 異質性分組, 教師省思