運用數位資源輔助分組合作學習對國民中學數學科學習成效之行動研究

Abstract

本研究主要是以國中七年級生為對象，探究運用數位資源來輔助分組合作學習的數學課程教學，以學習動機、學習態度、焦慮程度及學習成就等各項指標作為評量學習成效的依據，觀察課堂上學生學習之成效。本研究採用行動研究概念為主軸，依研究之目的，將實驗流程規劃分成三個階段。第一階段，教學方式為傳統教學方式；第二階段，教學方式改為分組合作學習，並搭配研究者所設計的Q5重點教學活動來活化教學；第三階段，以分組合作學習的方式，再結合Moodle數位教學平台及相關數位資源的運用。透過教學方案的設計、實際教學、參與觀察、文件分析、多元評量及態度問卷調查等，來分別探討實施「分組合作學習」及「數位分組合作學習」對國中學生數學科的學習成效之影響、限制與瓶頸。其次，我們也將研究以下重大課題: (1)如何運用分組合作學習來活化教學; (2)分組合作學習結合數位資源後，是否提升「學生與學生之間」及「學生與教學引導者之間」的互動性;(3)分組合作學習結合數位資源後, 是否更有助於補救教學的進行(例如，讓學生更容易掌控自我的學習步調)。 本研究主要的結果與發現如下：一、「分組合作學習」相對於傳統教學方式，確實對於學生在數學學習態度及群體自我效能上具有正面影響且具有顯著差異；二、「分組合作學習」雖有提升學生數學的學習動機及個人自我效能，但卻不是很明顯；三、運用數位資源輔助分組合作學習後，相較於分組合作學習雖沒有顯著差異，但有降低學生認知負荷的趨勢。四、在質性研究上，學生認為分組合作學習加上Q5重點教學模式讓學習更有系統、更具方向，不僅可檢測自我並能維持學習動機。

In this thesis, we explored the issues on blending small-group cooperative learning with digital resources with respect to one seventh-grade general mathematics class of 26 students. Based on the various assessment indicators including students’ motivations, learning attitudes, degree of anxieties and learning achievements, we observe and study the students’ learning effectiveness. In this study, we mainly explore and collect the required information and statistics through action research. Based on the thesis purpose, the whole study process is divided into three stages. On Stage one, traditional teaching methods were applied in the class. On Stage two, we adopted an alternative approach: small-group cooperative learning. Moreover, we applied the Q5 (i.e., Quiz of 5 key points, designed by the author of thesis) learning activity to vitalize the mathematics class. Finally, on Stage three, we adopted the blended cooperative learning in small groups with the Moodle platform and the related digital resources. In the study, through the design of instruction programs, the actual teaching and participating observation, document analysis, multi-variant assessment and attitude questionnaires, we explore the various issues (including impacts, limitations and bottlenecks) of effectiveness on implementing the latter two approaches (i.e., Stage two and three) for junior high school students in mathematics. The main results of this study are as follows: First, as compared to traditional teaching methods, the "Cooperative Learning in Small Groups (i.e., CLSG)" approach does have a positive impact on students' attitudes towards learning mathematics. Second, the CLSG approach could enhance students' motivations to learn mathematics and self-efficacy on individual performances only a little. Third, after extending the CLSG with digital resources, we could find an obvious trend of the reduction of cognitive loading. Finally, from the data collected and the analysis conducted in the qualitative research part, we could find that students considered the adoption of the CLSG and Q5 (i.e., Quiz of 5 key points) teaching method to be very interesting. The innovative learning approach had made their learning become more systematic and more directional (as compared to the traditional tutoring model). It could not only help check one’s learning attitude but also maintain one’s learning motivation.