做了很不一樣：學習共同體 對課堂中社會關係及學生學習之影響

Actions Make a Difference: The Influence of Learning Community on Classroom Social Relations and Student Learning

學習共同體在臺灣已歷經數年發展，其對學生學習之影響乃現階段亟待探 究之課題。基於此，本研究旨在探討學習共同體在課堂層級的實踐--學習者中 心教學與探究、合作、表達三個學習元素，對課堂中的社會關係、學生學習投 入與學習力之影響。研究方法採網路問卷調查，研究對象為參與教育部「學習 領導下的學習共同體計畫」之試辦學校學生，包含14所國中，有效問卷1478 份。研究結果顯示：（一）試辦國中課堂學習共同體的展現程度，具中等以上水 準，且性別與年級在部分構面之得分達顯著差異；其中七年級生的學習共同體 展現程度最高，「探究」之得分最低。（二）學習者中心教學之分數越高，學生 在課堂中的社會關係、探究、合作、表達三元素，學習投入及學習力等學習成 效之得分也越高，且具有顯著之正向影響。（三）合作與表達是較先呈現的學習 元素，且對課堂社會關係與學習氣氛具正向預測力，探究則為較延遲呈現之學 習要素，對課堂社會關係無預測力，卻對學習力最具預測力。

This study aimed to explore the influence of classroom learning community， a learner-centered teaching containing three learning elements on classroom social relations and student engagement， such as inquiry， collaboration， and expression. Using online survey， 1，478 students from 14 pilot junior high schools participating in The Plan of Learning Community under Leadership for Learning Project were investigated. The results showed that the pilot schools displayed a level above intermediate in the classroom learning community. The scores in certain dimensions showed a significant difference between genders and among graders. Seventh graders presented the highest level in the learning community， and inquiry had the lowest score. Secondly， learner-centered teaching had a significant positive influence on classroom social relations， three learning elements， student engagement， and learning power. Thirdly， collaboration and expression were the learning elements that appeared in the early phase and could positively predict classroom social relations and learning atmosphere. Inquiry was the last learning element coming out late， which was not a predictive factor for classroom social relations; however， it served as the most predictive one for students’ learning power.