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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101825

    Title: 分組學習應用於國中家政教學之行動研究
    Other Titles: A study on home economics teaching design of learning in groups in junior high school
    Authors: 蔡秀滿;Tsai, Hsiu-Man
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    Keywords: 家政教育;分組學習;協同學習;合作學習;education of home economics;Group learning;Collaborative Learning;Cooperative Learning
    Date: 2014
    Issue Date: 2015-05-04 09:19:11 (UTC+8)
    Abstract: 本研究以行動研究的方式,探討如何透過「分組學習」規劃家政活動課程、學習主題,進行教學活動設計與教學內容,和如何進行循環式教學模式。課程分成兩個階段進行,第一階段為協同學習,第二階段為合作學習,每次課程都有錄影記錄,觀察學生對教學活動的反應,陸續收集相關資料。「分組學習」的教學活動可以協助老師在教室的秩序管理上更有能力,可以讓學生專心安靜聽課,透過學習單的「分組學習」討論,讓每一位學生都能學會動手操作內容與理論的部份。研究發現不論是協同學習與合作學習都可以提升學生學習效果,讓學生樂在學習之中,且兩種家政教學活動設計課程,對學生的學習有正向影響。
    The research is aimed to study how to design the creative home economics classes separately in base on the theories of “Collaborative Learning” and “Cooperative Learning.” The creative designs concluded the learning topics, teaching activities, teaching contents and circulative teaching models.
    The teaching experiments were divided into two stages. During the first stage, the experiment of “Collaborative Learning” was conducted. During the second stage, “Cooperative learning” was conducted. Throughout each of the classes, the film-recording was used to watch the students’ reaction and collected all the information. The creative teaching ways of Group Learning, both “Collaborative Learning” and “Cooperative Learning,” enabled the teacher to manage the students in the classroom more efficiently, made the students concentrate more , and make students better learn the manuals parts and the theoretical parts through the discussion in groups. This study revealed the fact that the students’ learning can be improved by either “Collaborative Learning” or “Cooperative Learning”.
    The conclusions are the followings: (1) The two ways of Group Learning are good for the home economics classes. The teachers can choose either “Collaborative Learning” or “Cooperative Learning” according to the units in the curriculums. (2) The diversified worksheets can advance and lead the students’ learning. (3) The students showed positive interests and learning results in Group Learning. (4) Group Learning enable the teacher prepare for the classes more efficiently and happier.
    The suggestions are the followings: (1) For the teachers, Group Learning, diversified worksheets, good arrangement of seats, and heterogeneity grouping can promote the teaching and learning. (2) For the future studies, if the experiments can be conducted for longer time, the results can be better.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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