合作學習經驗之學習遷移探討——以國中地理教學為例

Research on Learning Transfer Via Cooperative Learning Experiences: Teaching Geography at Junior High School

由於對促進學習型態改變的企圖，及與「翻轉學習／教學」（flipped learning/ teaching）、佐藤學「學習共同體」（learning community）的理念契合，「合作學習」（cooperative learning）成為教師嘗試改變時，最常採用的教學策略之一。於是，在教學現場中，產生了學生同時經歷了不同的合作學習經驗的現象，此合作學習經驗在類似的學習情境如何作用學習遷移（learning transfer）？研究者任教地理科的二個班級做為研究對象，透過教學觀察、學生問卷及訪談、教學省思札記等方式蒐集資料，並分析、歸納其學習遷移與學習表現的差異。研究發現：1.因考試壓力感受強度不同，在升學考科與非考科之間的合作學習經驗，對學生而言，難以覺察、認知有類化與遷移。2.從各小組在地理課堂中，解決學習任務所共同合作產出的作品與課堂小組討論互動來看，有升學考科分組合作經驗的班級，其表現皆明顯較優於沒有類似學習經驗的班級。

In an attempt to promote changes in learning styles, and compatible with the concepts of ''lipped learning/ teaching'' and Sato learning ''learning community'', ''cooperative learning'' had been one of the most commonly - used teaching strategies when teachers intended to adopt. Therefore, in the field of educational practice, students had earned numerous experiences of cooperative learning in the meantime. How did this cooperative learning experience had affected learning transfer in similar learning situations? Fran the perspective of learning transfer, participants were the students of two geography classes. The data had included observations, participants' questionnaires, interviews and teaching journals. There are 2 findings in this study, first, because participants had different levels of stress on the exam, the cooperative learning experience between the subject of Examination and non-examination subjects, it had been difficult for participants to perceive or recognize learning transfer. Second, judging from the works and interaction of the various groups working together in the geography class, the participants with the cooperative learning experience of the examination subjects had performed significantly better than the participants without similar learning experience.