從做中學之「合作學習」概念建構與教學實施：一位國中教師的教學行動研究反思

Learning by Doing for Constructing and Implementing the Concepts of “Cooperative Learning”: A Junior High School Teacher’s Reflection on Action Research

台灣十二年國民教育倡導適性教學，鼓勵學校及教師採用適應學生興趣與能力的教學法，以對應班級內個別學生差異的問題。「合作學習」教學法視學生為學習主體，學習過程重視同儕互動與主動學習；採用此教學法不僅能呼應十二年國民教育所倡導的適性教學，同時有助學生的人際溝通技巧與自主學習能力發展。本研究源於一位國中教師實施合作學習的教學行動研究經驗；該教師長年採用講授教學，因近年學生的學習參與低落，促發其有教學創新想法，因此在參與學位進修之際，便以納入實施合作學習的教學行動研究方式尋求教學創新，並協助改善教學問題。本研究藉由訪談教師個人教學行動經驗及分析所提供的教學省思日誌，探討其實施合作學習的目的、方法、成果與限制。研究結果發現：（1）合作學習的實施目的是為能達成教師教學創新及解決教學困難；（2）合作學習的實施方法是藉由教師持續教學反思以建構相關專業概念與技巧；（3）合作學習的實施成果是有利師生教學相長，而其限制則是缺乏教學支持系統的規劃整合。

The aim of 12-year basic education program in Taiwan is to promote and implement adaptive teaching; following the introduction of this program， schools and teachers are encouraged to adopt multiple teaching approaches to cater for students’ learning needs. “Cooperative learning，” a student-centered teaching approach with focus on peer learning and learner autonomy， can be adopted to help implement adaptive teaching and develop students’ interpersonal skills and autonomy in learning. This research was developed by focusing on the action research experience of a junior high school teacher who incorporated cooperative learning in her teaching while studying a Master’s program. This teacher had long practiced the teacher-centered approach in teaching， and in recent years， the low learning participation of students had motivated her to think of using a different teaching approach. By interviewing the teacher and collecting her teaching reflective diary， the research explored the purpose， approaches， results and limitations of her implementing cooperative learning. It was found that: (a) initiating instructional innovation and solving teaching problems are her purposes of implementing cooperative learning; (b) based on continuous self-reflection， the professional concepts and skills of cooperative leaning were constructed; (c) teachers and students can all benefit from this student-centered teaching approach， but the planning and integration of structural support for teachers are required.