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以合作學習為中心之個別化教學模式的規劃與實施

 

郭至和

台中市建功國小

 

 

 

本研究從一位國小教師的立場出發,試圖設計一套以學生為中心之個別化教學模式,並採用合作學習方式實際進行教學,藉以探討此一個別化教學模式在九年一貫課程實施的可行性,並釐析以學生為中心的個別化教學模式及合作學習於理論與實際之間的重要課題,評估國內以合作學習為核心落實個別化教學的環境與實施方向。本研究的主要目的如下:一、瞭解以合作學習為中心之個別化教學模式,學生在學習動機及能力的表現。二、探討以合作學習為中心之個別化教學模式,對師生間的互動方式及角色扮演之影響。三、教師規劃及實施以合作學習為中心之個別化教學模式,提升自身專業知能與素養。

因此,本研究主要採取行動研究的方法,以國小社會科五年級第二單元「中華民族的融合」為主要的範圍,實施對象為三個班級,共計103位學生。教學實施時間從民國九十二年41日起至520日止,共九週18節課。資料蒐集的途徑包括:學生學習前後心智圖之比較、訪談、教室觀察記錄、教師教學計劃及反省札記、學習單等,在研究過程中不斷地蒐集與分析資料,以做為下一步修正行動的依據。經由相關資料的蒐集,以質性方式分析,採用三角校正並歸納資料,最後形成發現與建議。

本研究經由分析結果,主要有下列發現:

一、             實施以合作學習為中心之個別化教學模式教學較能引起學童的學習動機,進而產生主動學習的意願,願意接受各項任務的挑戰,有助於激發與改善學童的學習動機與合作能力。

二、             運用多元的教學策略可以引導學童較多個人反省思考的練習機會,有助於學童反省思考能力的培養。

三、                研究者從行動中,獲得的專業成長,例如能提昇社會科教學知能、能設計適合學生能力的教學活動、能適當的調整教學策略等。

 

關鍵詞:合作學習、行動研究、個別化教學


 

 

To Design and Implement Cooperative Learning into Individualized Instruction Model in Elementary School

 

Chih-Ho Kuo

Jian-Gong Elementary School, Taichung City

 

Abstract

 

The aim of this research is to understand the influence among the teacher and students in cooperative learning into individualized instruction model in social studies curriculum in the fifth grade in an elementary school, and to know students’ reaction in learning ability and students’ performance in learning motivation. In addition, the aim of this study is to analyze how doing research can influence the improvement of teachers’ professional knowledge. By providing the results of this research, teachers can use cooperative learning into individualized instruction model to improve their teaching in social studies curriculum.

Action research method was used in this study. The objects in this study are 103 students chosen from one of the fifth grade class in an elementary school. The researcher has found some questions from the natural teaching situation, and has evaluated the meaning and the value of the activities in order to improve the teaching strategies and make them continue to act professionally. The main findings of this study are as follows:

1.               The model evoked students’ learning motivation and willing. That made students have the willing to learn and accept the challenge of tasks. Cooperative leaning into individualized instruction model might help to inspire and improve students leaning motivation and cooperative competence.

2.               Using various strategies to guide the students’ learning process could provide them more opportunities to practice individual reflective thinking. That might help students to cultivate the reflective thinking.

3.               The researcher’s professional knowledge has been improved a lot from this study. For example, the researcher can design more proper teaching activities based on studentsabilities, and adjust suitable teaching strategies.

 

Key wordscooperative learning, action research, individualized instruction

 

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