運用分組合作學習教學法在大學課程之教學實踐研究

Research on the Teaching Practice of Employing Cooperative Learning Strategy to a University Course

本研究以選修「基金管理」課程的學生為研究對象，蒐集學生的學習回饋、訪談資料以及教師反思札記與教學觀察，並進行前後測問卷調查，探討分組合作學習教學及其對學生學習成效的影響。研究發現，分組合作學習有助於學生的課程參與和自主學習，以及溝通互動與團隊合作等核心素養的養成，改善學生學習意願低落和被動學習的問題；學生在學習動機與態度、同儕互動與合作和課程設計與教學策略等層面皆有所提升，然在學習目標與內容層面卻有下降的情形，引發教師反思以持續精進課程設計。最後根據研究歷程與結果，提供大學教師與未來研究之參考。

The study aimed to explore the teaching practices of cooperative learning strategies and their influences on the learning outcomes of undergraduate students who had enrolled in the fund management course. The qualitative data included student learning reflections and interviews, and the researcher’s reflective journals and classroom observation records; the quantitative data were collected by pretest and posttest questionnaires. The results showed that the use of cooperative learning affected student learning achievement in the following ways: (1) it enhanced class participation, self-regulated learning, communication and sharing with others, improved problems of low learning willingness, and passive learning; (2) it increased student learning achievement in the facets of learning motivation and attitude, peer interaction and cooperation, and curriculum design and teaching strategies; (3) it decreased student learning achievement in the facet of learning objectives and content, so stimulated teacher‘s reflection to refine curriculum design and teaching continuously. Finally, according to the process and results of this study, the author provided suggestions for university faculties and future researchers.