學習共同體方案對學生學習影響之探究   免費試閱

Effects of the Students’ Dialogue Praxis Learning Community Program on Student Learning

本研究以佐藤學所倡導的「學習共同體」為設計國中理化科「學生對話實踐方案」（Students’ Dialogue Praxis Program, SDPP）的理論基礎，透過實驗教學並評鑑此方案對學生學習的影響。SDPP強調透過課程設計與教學，使學生實踐與世界、與他人、與自己的對話，從三種對話中衍生出三類型的學習（體驗學習、協同學習、反思學習）。本研究採用準實驗設計，以國中二年級學生為參與對象，區分為實驗組及控制組各53位，共計106位。SDPP包含六個單元，進行為期一學年的實驗教學，運用方案理論導向評鑑模式評估此方案的成效。方案評鑑的範圍主要聚焦於影響的範疇，瞭解SDPP對於國中學生之人際溝通能力、學習態度及批判思考能力之影響。評鑑的工具包括自編的人際溝通能力量表、理化科學習態度量表、批判思考能力量表，並於實驗教學前分別蒐集實驗組和控制組之前測資料，實驗教學結束後蒐集後測資料，以評估SDPP方案之成效。資料分析的方法包括描述性統計及單因子共變數分析。本研究結果發現，實驗組在人際溝通能力、學習態度及批判思考能力皆顯著優於控制組，顯示學習共同體融入國中理化科教學對學生的人際溝通能力、學習態度及批判思考能力皆有正面的影響。

The purpose of this study was to investigate the effects of the Students’ Dialogue Praxis Program (SDPP) on student learning. The SDPP is based on the perspectives and strategies of a learning community (LC) advocated by Manabu Sato and by LC-related studies. The core concepts of SDPP include dialogues with teaching materials, with peers, and with oneself and included three main types of learning activities: learning by doing, collaborative learning, and reflective learning. Participants consisted of 106 eighth graders from one junior high school located in central Taiwan. Of 106 participants, 53 students from the experimental group attended the SDPP, whereas the control group of 53 students took no such intervention program. Based on the participants’ Nature Science textbooks, six units of teaching materials were designed and implemented for 1 academic year. During the research period, the data were collected through a communication scale, a learning-attitude scale, and a critical-thinking scale. Data were analyzed using descriptive statistics of distribution frequencies, percentages, mean values, and standard deviations and inferential statistics using ANCOVA. The results revealed that the experimental group acquired scores on the communication scale, the learning-attitude scale, and the critical-thinking scale that were significantly higher than the scores of the control group. The study confirmed that the SDPP had a remarkably positive effect on students’ communication abilities, learning attitudes, and critical-thinking abilities. The study also offered suggestions for the teachers based on findings.