陳李綢陳慧玉Chen, Hui-Yu2019-08-282017-02-092019-08-282017http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0699010054%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90626本研究旨在了解合作學習對國小六年級學童同理心發展及幸福感之影響。採準實驗研究法，並以立意取樣的方式選擇臺北市一所公立小學六年級學生共49人為實驗對象，將學生依班級分為實驗組以及對照組，實驗組接受八週，每週三節課的合作學習，對照組則採用傳統教學法。研究工具為「國小學童同理心發展量表」及「國小學童幸福感量表」，於實驗課程開始前與結束後分別進行前、後測，以單因子共變數將所得資料進行統計處理，並分析「課程回饋單」、「討論單」及「教學省思札記表」為質性的輔佐資料以深入瞭解教學實驗之效果。主要發現如下： 一、實施合作學習對提升學童同理心並無顯著效果；二、實施合作學習對提升學童幸福感並無顯著效果。The purpose of this study is to understand the effect of cooperative learning on empathy and well-being of grade 6 students. This research adopt quasi-experimental design, There were totally 49 6th graders from a public elementary school in Taipei City. Two classes of students were randomly assigned as experimental group and control group. The students in the experimental group went through 960 minutes experimental courses for 8 weeks, 120 minutes each week. The control group experienced traditional teaching method. The instruments used in this study include “Empathy Development Scale” and “Well-being Scale”. The statistical methods used in this research included descriptive statistics, one-way ANCOVA. The qualitative data, including “course feedback questionnaires”, "discussion sheet", “teacher’s reflective journals” for the purpose of surveying the effects of the experimental courses. The results of data analysis revealed that cooperative learning failed to improve student perceptions of empathy and well-being.合作學習同理心幸福感cooperative learningempathywell-being