協同學習使國中數理資優班學生投入數學課堂之行動研究

Abstract

本研究為教師在國中數理資優班的教學實施小組協同學習，使學生投入於數學課堂當中之歷程。主旨在探討教師如何設計適當的課堂挑戰題，引導學生以學習共同體的方式討論，讓學生投入其中，產生伸展跳躍的學習。 本研究使用行動研究法，研究參與者為新北市桐花國中（化名）八年級某數理資優班學生，研究課程設計分為兩個主題，分別為「畢氏定理」和「因式分解與解方程式」，一共實施了六堂課。研究者亦為教學者，在每次課堂實施之後，分析課堂資料，並與協同研究者討論之後，反思教學方案並進行後續單元的調整與修正。研究資料的蒐集方式有教師的「省思札記」、協同研究者的「觀課紀錄表」、學生的「訪談紀錄」、「資優課程目標自我檢核表」與「課堂學習單」五種。 本研究發現如下： 一、教師設計的伸展跳躍課題難度要夠高，學生就能透過教師提供的鷹架或是同學之間的討論來「跳躍」。在數理資優班當中，學生的高層次討論有助於伸展跳躍的學習。 二、教師營造良好的討論氛圍，聆聽學生的對話，以引導全班學習。安心的討論環境能讓學生在小組當中暢所欲言，而當學生在進行討論時，教師需隨時注意學生的討論情形，切換全班與小組的討論。另外，教師對於課堂時間的運用應保持彈性，不需急於講解，就算課堂結束前沒有解出答案，學生在討論中的互相學習與深入思考同樣重要。 三、學生主動思考，養成積極提問的習慣，在行為、情感、認知三個層面投入在課堂中。 四、經過行動研究的歷程，教師增進了學習共同體的課題設計、課堂教學和資料蒐集整理的專業素養。 根據上述結果，本研究建議，教師在初次實施小組協同學習前，應做好下列準備。第一，營造能安心討論的課堂氛圍，才能讓學生在小組當中透過對話產生學習。第二，做好教學內容的準備，包括課題與鷹架。課題的設計沒有一定的準則，教師應在每次的課堂實施後，對課題難度、學生的討論情形進行反思與調整。第三，尋求夥伴關係，避免單打獨鬥。課題的設計與引領學生學習可以說是一門藝術，需要教師在實施過程慢慢琢磨。若有夥伴教師互相觀課、討論，能夠更有效率的讓教學變得更好。第四，勇於嘗試，在過程中學習，並彈性調整。在學習共同體當中受益的不僅有學生，教師也能在這個過程中有所學習。學習共同體沒有一個標準的流程或模式，教師應視任教班級的特性有所調整。This study is about the process of teachers implementing collaborative learning in groups in math-and-science-gifted classes in junior high schools to engage students in math classes. The main purpose is to explore how teachers can design appropriate classroom challenges, guide students to discuss in the form of a learning community, let students participate in it, and generate"jump" learning. This study uses action research methods. The participants are eighth-grade students in a math-and-science-gifted class at Tonghua Junior High School (pseudonym) in New Taipei City. The research curriculum design is divided into two themes: "Pythagorean Theorem" and "Factoring and solving equations", a total of six lessons were implemented. The researcher is also a teacher. After each class, he analyzes the classroom data and, after discussing with the co-researcher, reflects onthe teaching plan and makes adjustments and revisions in subsequent units. The research data were collected in five ways: teachers’"reflection notes", co-researchers’ "class observation records", students’ "interview records", "self-checklist for gifted curriculum goals" and "classroom learning sheets". This study found the following: 1. The jumping tasks designed by teachers should be difficult enough so that students can "jump" through the scaffolding provided by the teacher or through discussions among classmates. In math-and-science-gifted classes, students' high-level discussions help "jump" learning. 2. The teacher creates a good discussion atmosphere and listens to students' conversations to guide the learning of the whole class. A safe discussion environment allows students to speak freely in groups. When students are discussing, teachers need to pay attention to the students' discussion at all times and switch between the whole class and group discussions. In addition, teachers should be flexible in the use of class time and not rush to explain. Even if the answer is not found before the end of class, it is equally important for students to learn from each otherand think deeply during the discussion.3. Students actively think, develop the habit of asking questions, and engage in class at the behavioral, emotional, and cognitive levels.4. Through the process of action research, the teacher has enhanced his professional qualities in subject design, classroom teaching and data collection and organization within the learning community.Based on the above results, this study recommends that teachers should make the following preparations before implementing group collaborative learning for the first time. First, creating a classroom atmosphere where students can have safe discussions will allow students to learn through dialogue in groups. Second, prepare the teaching content, including topics and scaffolding. There are no fixed guidelines for topic design. Teachers should reflect on and make adjustments to the difficulty of the topic and students' discussion after each class. Third, seek partnerships and avoid going it alone. Designing topics and guiding students in learning can be said to be an art, which requires teachers to slowly ponder during the implementation process. If there are partner teachers who observe and discuss each other's lessons, teaching can be improved more efficiently. Fourth, be brave to try, learn in the process, and make flexible adjustments. Not only students benefit from the learning community, but teachers can also learn something in the process. There is no standard process or model for the learning community, and teachers should make adjustments based on the characteristics of the they teach.