以學習投入觀點探究不同數學程度國中生之分組合作學習經驗

An Exploration on Student Engagement of Cooperative Learning Experiences of Junior High School Students with Various Levels of Mathematics Ability

在以學習者中心的教育思潮之下，本研究欲探究高／中／低三種數學程度學生在數學課的分組合作學習經驗，包含角色、學習需求及策略，以作為數學教師以學習者為中心之教學參考。研究對象為一個國三班級29位學生，研究期間採取廣泛性蒐集資料而未將學生分程度，研究結束後方才進行程度分組，並將資料進一步分類、歸納。本研究指涉的分組合作學習為團體探究法及異質性三人小組二種，強調分享合作而弱競爭的合作學習模式，資料蒐集主要根據學生的自我報告：書寫角色樹反思單（研究者自編）及半結構式訪談，輔以課堂錄音錄影作為資料分析來源。研究發現：1.高成績組在開放式課程或增加挑戰度的結構式課程能有較高的學習投入。2.中成績組在小組剛形成時需要進行團體關係暖身，而後能透過教別人和發表解法獲得更好的理解，即透過高度社會投入帶來高度的認知投入，此類學生與組員的互動情形是小組合作學習成功與否的關鍵。3.低成績組則需要在包容、去標籤、有歸屬感的小組中，採用結構式課程，輔以同儕師徒制，如此的學習方式能發揮影響力促進學生的學習。

Under the worldwide trend of learner-centered approach, this study was intended to investigate the high-level, middle-level, and low-level students' cooperative learning experiences in math classes. The students' cooperative learning experiences included roles, learning needs and strategies. The participants in this study were 29 ninth grade students. They had not been distinguished by their levels of mathematics ability until the study ended. The cooperative learning methods in this study were referred to group investigation and heterogeneous grouping of three-person team, which emphasized on sharing and cooperation rather than competition. The sources of data analysis were based on the participants' written feedbacks of the Role-Tree Reflection Sheets, semi-structured interviews, and the videos of the classroom interaction. The results showed: 1. The high-achievers were highly engaged in open courses or structured courses with additional challenges. 2. The middle-achievers needed the group relationship to warm up first, and then they could comprehend more through teaching others and explaining their solutions. In other words, their highly social engagement improved cognitive engagement. The middle-achievers' interactive relationship with group members was the key to the success of cooperative learning. 3. The low-achievers needed structured-courses and peer mentoring in a group of tolerance, de-labeled condition, and a strong sense of belongingness. Such peer relationship improved the low-achievers' learning.