合作學習對國三學生歷史課程學習效果之研究
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Date
2003
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Abstract
「帶好每位學生」是主要的教育目標之一，教學者最關心的是如何讓學生成功地學習。所以本研究旨在探討「合作學習」對國中學生歷史科的學習成效，以便作為改進國中歷史科教學之參考。本研究以草屯國中三年級四個普通班112位學生為研究對象，兩班實驗組、兩班對照組，進行三個月的實驗教學。本研究採實驗設計中的不等組前後測設計，以研究者所擔任歷史課程的兩班為實驗組，另外一位歷史教師的兩班為對照組，分別實施「合作式學習」及「傳統講述法」。兩組學生都接受前測、教學及後測等實驗程序。於實驗前和實驗後分別收集「歷史科學習成就」及實施「歷史科學習動機」及「合作意向」等測驗，以瞭解學生的學習狀況。
本研究發現如下：
一、兩種教學法在歷史科學習成就上，實驗組顯著優於對照組。
二、兩種教學法在歷史科學習動機上，實驗組顯著優於對照組。
三、兩種教學法在合作意向上，無顯著差異。
基於上述研究發現，本研究提出下列幾點建議，以供國中歷史科教學之參考：
一、歷史課程宜適時使用合作式學習。
二、合作式學習符合教改的趨勢。
三、配合合作式學習，設計寓教於樂的教學活動。
四、學習單的使用可提供學生學習鷹架。
五、配合多元評量使用合作式學習。
六、協同其他領域，培養有效的合作技能。
七、舉辦合作式學習相關研習，以充實教師相關知能。
One of the main goals of education is to bring up well every student. For school teacher, to understand how to teach can make students’ learning more successfully are fundamental concern for an educator. So the purpose of this study is to explore the effect on cooperative learning for junior high school students in history teaching. A total of 112 students of third graders from junior high school in Tsautuen participated in this study for twelve weeks. Among them, two classes were assigned as experimental group, and the other two were control group. “Cooperative learning-method” designed by the researcher was used in the experimental group, while the regular learning methodology was conducted in the control group. Pretest was conducted before the beginning of the study, and posttest was conducted after the study. The tools of research and method of data collection included “History Achievement Test” , “Rating Standards of History Learning Motivation” , “Rating Standards of Cooperative intention” The results of this study are： （1） Experimental group shows higher score than control group in history achievement test. （2） Experimental group shows higher score than control group in history learning motivation. （3） Experimental group show no difference with control group in cooperative intention . Based on the findings, some suggestions for history teaching practice and future research were proposed.
One of the main goals of education is to bring up well every student. For school teacher, to understand how to teach can make students’ learning more successfully are fundamental concern for an educator. So the purpose of this study is to explore the effect on cooperative learning for junior high school students in history teaching. A total of 112 students of third graders from junior high school in Tsautuen participated in this study for twelve weeks. Among them, two classes were assigned as experimental group, and the other two were control group. “Cooperative learning-method” designed by the researcher was used in the experimental group, while the regular learning methodology was conducted in the control group. Pretest was conducted before the beginning of the study, and posttest was conducted after the study. The tools of research and method of data collection included “History Achievement Test” , “Rating Standards of History Learning Motivation” , “Rating Standards of Cooperative intention” The results of this study are： （1） Experimental group shows higher score than control group in history achievement test. （2） Experimental group shows higher score than control group in history learning motivation. （3） Experimental group show no difference with control group in cooperative intention . Based on the findings, some suggestions for history teaching practice and future research were proposed.
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Keywords
合作式學習, 學習成就, 學習動機, 合作意向, cooperative learning, history learning achievement, history learning motivation, cooperative intention