合作學習：文化回應教學的視角

Cooperative Learning: A Culturally Responsive Perspective on Teaching

合作學習在教學上運用廣泛，主要的特性之一在於進行異質分組，然而合作學習發展之初，受到教學研究過程—結果派典影響，研究以學科表現為核心，對於異質中的文化多元或差異的教育本質未多加探討。臺灣因著政治社會開放及全球化趨勢，學生社經背景、文化資本所形塑出來的學習落差，促使教育改革關照回應學生文化特性。十二年國教改革，以自發、互動及共好作為核心概念，此和合作學習及文化回應教育理念有異曲同工的的期待。合作學習藉由異質分組強調積極互動，特別關注於學生學業能力及社會技巧的發展，自發學習及互動為其主軸。文化回應教學以學生的文化為基底，肯認學生差異為資材，從強化學業學習及文化識能中導向建立公平正義的學習社會，自發、共好為明顯的核心價值。合作學習雖是眾所週知的名詞，在社會文化變革中它也被賦予新的期待。本文首先闡釋文化回應教學的特點，接著討論合作學習在文化回應的立論基礎，最後就建構文化回應合作學習提出參照原則及規劃要點。期待能以學生多元背景及需求為前提，重新檢視合作學習的特性，從引導學生社會技巧、引動自主學習效能，提升其文化識能，落實自發、互動及共好的教改理念。

Cooperative learning has been widely used in teaching and one of the main characteristics is heterogeneous grouping. However, many studies on cooperative learning have paid much attention on the performance of discipline influenced by the process-product paradigm so that the nature in heterogeneous cultural diversity has not been explored. Due to the trend of political and social openness and globalization, the school students’learning gap shaped by cultural capital has promoted educational reform to respond to students’cultural background. The core concepts of 12-year educational reform, spontaneity, interaction and common goodness, have similar expectations with cooperative learning and culturally responsive teaching. Cooperative learning emphasizes interaction through heterogeneous grouping, with a special focus on students’academic abilities and social skills. Spontaneity and interaction are its main axis. Culturally responsive teaching is based on students’culture, recognized students’difference and leads to the establishment of a fair and just learning society. Spontaneity and common goodness are its core values. Although cooperative learning is a well-known term, it has also been given new expectations in the context of soci-cultural change. This paper first explains the characteristics of culturally responsive teaching, then discusses the theoretical basis of cooperative learning in culturally responsive learning, and finally puts forward the principles for constructing culturally responsive cooperative learning. It is expected to attain reform goals in terms of spontaneity, interaction and common goodness by reinterpret the cultural responsive nature of cooperative learning by guiding students’social skills, inducing self-directed learning and enhancing cultural literacy.