整合合作式學習法與專題導向學習法於第二外語學習

The Integration of Cooperative Learning and Project-based Learning in ESL Classroom

在台灣，在大專教育之前，學生已習慣於自我學習，而較少有機會體驗與同儕合作的學習經驗。近十年來，合作式學習法已廣泛應用於語言的學習中。研究顯示當同學與組員合作時，將有利於自己以及其他組員的成長，進而對未來職場的通力合作打下良好的基礎。事實上，在高等教育中，合作學習法扮演著十分重要的一環;而畢業專題是許多科技大學的必修課程之一。它是一個以所有的團隊成員一起工作，設計及管理自己的進度與過程，共同完成一個專案的學習方式。本研究將探討如何將合作式學習法融入於科技大學的畢業專題製作中。研究的對象為南台灣科技大學12位大四的學生進行此研究。而Tuckman的團隊發展模型將採用於本研究中。研究的方法包括訪談和觀察，研究結果顯示，同學對於以「做中學」合作學習法來完成專案的學習方式，持以高度肯定的評價。

In Taiwan, students are generally accustomed to working or studying alone and rarely have opportunities to experience cooperative learning prior to their higher education. Cooperative Learning (CL) has been widely applied in language learning for decades and studies indicated that when engaged in cooperative learning, students will be beneficial to themselves as well as other members of the group, and form the basis for the way they will work with others in the work place. Graduation Project is one of the requirements for graduation for students in many technological universities in Taiwan and it is considered as a form of Project Based Learning (PBL) which requires all team members to work together and manage their own learning process. This study aims to apply how to integrate the Cooperative Learning into Graduation Project in higher education. The subjects are 12 fourth year students in the technological university in southern Taiwan; Tuckman’s (1965) Team Development Model was applied in the study. The interview and observation were applied in this study. The result demonstrated that students responded positive to CL strategies and PBL being used in language classrooms in terms of learning by doing.