合作小組學習 - The Hong Kong Institute of

甚麼是合作學習(Cooperative
Learning)?
協同教學?
小班教學?
小組學習?
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「合作學習是一種以小組形式進
行的教學策略, 組員藉着互相幫助
去提升大家的學習成效,包括認
知及情意兩方面」(Johnson &
Johnson, 1999)。
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合作學習理論
心理學
社會學
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心理學
• 認知心理學
~ 發展論:
個體的認知隨著失衡現象平衡後而發展
~ 矛盾論:
個體盡力修正與人有衝突的概念
~ 精緻化論:
個體的認知隨著本身已知重新組織而變得精緻
• 行為主義心理學
個體的行為會因得到賞報而增強
• 人本主義心理學
個體在和諧互信的氣氛下主動學習
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社會學
• 社會互賴理論:
社會成員因互相依賴而產生互動
• 社會接觸理論:
小組成員透過接觸而提高小組的
向心力及友誼
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合作學習主要派別
•Johnson & Johnson (元素派)
•Kagan (架構派)
•Slavin(模式派)
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合作學習主要模式
Johnson & Johnson
• 共同學習法 (LT) - 任何科目
Sharan & Sharan
• 合作探究學習法 (GI) - 專題研習
Kagan
• 結構取向 (Structural Approach) - 任何科目
Slavin
• 學生小組成就區分法 (STAD) -中、數、
常
• 小組遊戲競賽法 (TGT) -中、數、常
• 拼圖法第二代 (Jigsaw II) -中、常
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Johnson & Johnson
•自行加上合作學習元素
•沒有固定步驟
•教師需對合作學習有深
入認識
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Kagan
•等量參與
•同時交流
•精熟
•思考
•分享
•溝通
•方法易用簡單
•不受時空限制
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Slavin
•步驟清晰
•自己進步,小組得益
•受時空限制
•方法有STAD, TGT, Jigsaw
II
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合作學習值得關注的問題
1.
2.
3.
4.
教師對合作學習的誤解
課室與學校空間的限制
學生未能掌握社交技巧
學生未能建立團結小組精神
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Difference between Social Skills Pupils Need and teachers teach(%)
Social Skill
Pupils need
Yes(%)
Teachers teach
Yes(%)
p
(2-tailed)
Moving about quietly
91.5
91.6
1.00
Staying with the group
92.0
97.6
0.04*
Speaking in quiet voices
95.2
97.6
0.18
Using names and eye contact
81.2
66.9
0.00*
Monitoring time
89.2
86.2
0.33
Staying on the task
95.8
97.6
0.51
Taking turns
93.3
88.0
0.04*
Listening actively
94.6
94.5
1.00
Contributing ideas
94.0
88.0
0.05*
Asking questions
93.9
85.4
0.01*
Interrupting appropriately
90.3
86.1
0.25
Encouraging one another
89.7
84.8
0.20
Criticising ideas, not people
90.9
75.3
0.00*
Sharing feelings
92.1
85.5
0.05*
Resolving a conflict
90.3
80.7
0.01*
P.S.:. * p<0.05 (McNemar test)
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The result indicates
•Most of the teachers agreed that their
pupils need to learn social skills, but
•For 8 of 15 items, there is significant
difference between the percentage of
teachers who agreed that their pupils
need to learn the social skills and who
have taught their pupils the social
skills.
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Recent articles on cooperative learning:
Chan, K.W. (2004). Student perceptions of learning together. International Journal of
Learning, Vol. 10, 1231-1242.
Chan, K.W. (2004). Using ‘Jigsaw II’ in teacher education programmes. Hong Kong
Teachers’ Centre Journal. Vol. 3, 91-97.
Chan, K W. (2004). Frequencies of small group activities and the social skills in the
implementation of curriculum reform. In Y.C. Lo & W.S. Li (Eds.). School
curriculum reforms in Hong Kong (Research Series) (pp. 117-130). Hong Kong:
Modern Educational Research Society, Ltd. (In Chinese)
Chan, K.W., & Hui, M.F. (2004). The application of ‘Group Investigation’ in
Chinese language teaching: theory and practice. In M.S. Ho, K.M. Cheng, & K.C. Ho
(Eds.). A century Chinese language education and the new century language
curriculum reform. (pp. 270-289). Hong Kong: The Hong Kong Institute of Education.
(In Chinese)
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合作學習的重要網址
•http://www.cla.org.hk
•http://www.iasce.net
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