合作學習教學策略應用於生活科技課程對學生學習態度影響之研究 A Study of The Effectiveness of Cooperative Learning Strategy on Students' Learning Attitude in Living Technology Curriculum

Date
2015
Authors
吳心昀
Wu, Hsin-Yun
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Abstract
本研究旨在發展應用合作學習教學策略之傳播科技學習活動,用以了解其對於學生在生活科技課程學習態度之影響。研究目的有二:(1) 發展合作學習教學策略應用於傳播科技課程之學習活動;(2) 評估合作學習教學策略應用於生活科技課程對學生學習態度之影響。採用的研究方法主要為行動研究法,研究對象為研究者任教學校中接受生活科技課程之高中一年級學生,五個班級共211人,進行為期5週共10小時的「應用合作學習教學策略之學習活動」。教學過程中,讓學生以合作學習之方式進行學習,學習活動根據合作學習之五大基本要素及三個影響因素進行設計,並透過「學習態度問卷」蒐集資料與研究者課堂觀察紀錄進行分析,對學生在生活科技課程中之學習動機、課程參與度及合作態度此三面向之學習態度進行分析與探討。 經過資料蒐集、整理與分析後,得到以下研究發現: 一、將合作學習教學策略應用於生活科技課程中,需確實的落實合作學習的五大基本要素,及注意會影響合作學習的三個因素。 二、合作學習教學策略適合應用於傳播科技領域之學習活動中。 三、將合作學習教學策略應用於生活科技課程之學習活動中,對於學生在生活科技課程的學習態度有顯著正向影響。 四、合作學習教學策略應用於生活科技課程之學習活動,能提升學生在生活科技課程的學習動機。 五、合作學習教學策略應用於生活科技課程之學習活動,能提升學生在生活科技課程的課程參與度。六、合作學習教學策略應用於生活科技課程之學習活動,能提升學生在生活科技課程的合作態度。
The present study aimed to develop a learning activity using cooperative learning strategy in the communication technology curriculum to understand its influence on students’ learning attitude. The research purposes include: (1) developing a cooperative learning activity in communication technology curriculum; (2) assessing the impact of cooperative learning activity on students’ learning attitude. This study applied action research method. Five intact classes of 211 senior high school students participated in the study. The study had lasted for five weeks, which means, 10 hours of “cooperative learning activities.” During the process of teaching and learning activities, the students used cooperative learning to learn. The learning activity is designed according to five essential elements and three factors of cooperative learning. The research data for research analysis was collected through “Learning Attitude Questionnaire” and researcher classroom observation, and was further analyzed to explore students’ learning attitude, which include learning motivation, class participation, and cooperation attitude. The major findings of the study were listed as the following: 1. Applying cooperative learning in learning activity of living technology curriculum needs to put the five essential elements into practice and to pay attention to three factors of cooperative learning. 2. The cooperative learning was suitable for integrating into the communication technology field of learning activity. 3. The result of applying cooperative learning strategy in learning activity of living technology curriculum show that students’ learning attitude have a significant effect in living technology class. 4. Applying cooperative learning strategy in learning activity of living technology curriculum can promote students’ learning motivation in living technology class. 5. Applying cooperative learning strategy in learning activity of living technology curriculum can promote students’ class participation in living technology class. 6. Applying cooperative learning strategy in learning activity of living technology curriculum can promote students’ cooperation attitude in living technology class.
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合作學習教學策略, 生活科技, 學習態度, cooperative learning strategy, living technology, learning attitude
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