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1 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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2 「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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4 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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5 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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6 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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7 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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8 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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9 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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10 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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11 合作學習值得關注的問題 1. 教師對合作學習的誤解 2. 課室與學校空間的限制 3. 學生未能掌握社交技巧 4. 學生未能建立團結小組精神
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12 Difference between Social Skills Pupils Need and teachers teach (%) 0.01*80.790.3 Resolving a conflict 0.05*85.592.1 Sharing feelings 0.00*75.390.9 Criticising ideas, not people 0.2084.889.7 Encouraging one another 0.2586.190.3 Interrupting appropriately 0.01*85.493.9 Asking questions 0.05*88.094.0 Contributing ideas 1.0094.594.6 Listening actively 0.04*88.093.3 Taking turns 0.5197.695.8 Staying on the task 0.3386.289.2 Monitoring time 0.00*66.981.2 Using names and eye contact 0.1897.695.2 Speaking in quiet voices 0.04*97.692.0 Staying with the group 1.0091.691.5 Moving about quietly p (2-tailed) Teachers teach Yes (%) Pupils need Yes (%) Social Skill P.S. :. * p<0.05 (McNemar test)
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13 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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14 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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15 合作學習的重要網址 http://www.cla.org.hk http://www.iasce.net
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