Abstract
背景：合作學習是一種以小組形式進行的教學策略，學生在小組內一起學習，互相幫助以達致共同目標。文獻顯示合作學習比傳統教學更能有效提升學生的學習成果。合作學習的優勢並不是必然的，除非小組成員懂得怎樣互相幫助。
目的或討論焦點： 本論文指出要小組成員進行有效的互相幫助，人的因素例如成員的價值觀、性格和友誼是不容忽視的。討論的焦點放在構成合作學習的一些元素，包括積極互賴、個人學習績效和小組反思，並探討這些元素如何受到人的因素的影響。
論點/評論/建議：一般認為學生要從合作學習獲益，尋求幫助的成員要能提出關鍵性的問題，進行持續發問及把所獲得的解釋應用到新的相關情境上；提供幫助的成員能就有關問題給予詳細解釋，並跟進受助的成員能否把所學到的解釋應用在新的相關情境上。不過，人的因素可能會影響學生是否願意這樣互相幫助。作者認為小組成員如果持有相同的價值觀，擁有包容的性格，以及能成為諍友，這樣便會促進他們互相幫助的意願。
總結：合作學習的元素有時會受到人的因素的影響，當實踐合作學習時，人的因素的重要性是不容忽視的。
Background: Cooperative learning is a teaching strategy in which students are placed in small heterogeneous groups to learn
and accomplish shared goals by helping each other. Literature generally shows that cooperative learning is more effective than
traditional teaching in improving students’ learning outcomes. The benefit of cooperative learning is not automatic unless students know how to help each other.
Aims or focus of discussion: This paper suggests that for students to help each other effectively, the importance of human
factors such as values, personalities and friendship cannot be neglected. Discussion is focused on some of the elements that
constitute cooperative learning, including positive interdependence, individual accountability and group processing, and how these elements can be affected by the human factors.
Arguments/comments/suggestions: It is commonly agreed that for students to benefit from cooperative learning, those
seeking help are expected to be able to raise critical questions and apply the explanation learnt to a new and related context; those providing help are able to give detailed explanation on the related questions and follow up whether the members being helped are able to apply the explanation learnt to a new and related context. However, human factors can affect the willingness of students to help each other in such a way. The author suggests that students will be more willing to help each other if they share similar value, possess a tolerance personality and become critical friends.
Conclusion: It is probable that the elements that constitute cooperative learning can be affected by human factors. When
practising cooperative learning, the importance of human factors cannot be neglected. Copyright © 2010 教育曙光, 香港教師會.
目的或討論焦點： 本論文指出要小組成員進行有效的互相幫助，人的因素例如成員的價值觀、性格和友誼是不容忽視的。討論的焦點放在構成合作學習的一些元素，包括積極互賴、個人學習績效和小組反思，並探討這些元素如何受到人的因素的影響。
論點/評論/建議：一般認為學生要從合作學習獲益，尋求幫助的成員要能提出關鍵性的問題，進行持續發問及把所獲得的解釋應用到新的相關情境上；提供幫助的成員能就有關問題給予詳細解釋，並跟進受助的成員能否把所學到的解釋應用在新的相關情境上。不過，人的因素可能會影響學生是否願意這樣互相幫助。作者認為小組成員如果持有相同的價值觀，擁有包容的性格，以及能成為諍友，這樣便會促進他們互相幫助的意願。
總結：合作學習的元素有時會受到人的因素的影響，當實踐合作學習時，人的因素的重要性是不容忽視的。
Background: Cooperative learning is a teaching strategy in which students are placed in small heterogeneous groups to learn
and accomplish shared goals by helping each other. Literature generally shows that cooperative learning is more effective than
traditional teaching in improving students’ learning outcomes. The benefit of cooperative learning is not automatic unless students know how to help each other.
Aims or focus of discussion: This paper suggests that for students to help each other effectively, the importance of human
factors such as values, personalities and friendship cannot be neglected. Discussion is focused on some of the elements that
constitute cooperative learning, including positive interdependence, individual accountability and group processing, and how these elements can be affected by the human factors.
Arguments/comments/suggestions: It is commonly agreed that for students to benefit from cooperative learning, those
seeking help are expected to be able to raise critical questions and apply the explanation learnt to a new and related context; those providing help are able to give detailed explanation on the related questions and follow up whether the members being helped are able to apply the explanation learnt to a new and related context. However, human factors can affect the willingness of students to help each other in such a way. The author suggests that students will be more willing to help each other if they share similar value, possess a tolerance personality and become critical friends.
Conclusion: It is probable that the elements that constitute cooperative learning can be affected by human factors. When
practising cooperative learning, the importance of human factors cannot be neglected. Copyright © 2010 教育曙光, 香港教師會.
| Original language | Chinese (Traditional) |
|---|---|
| Pages (from-to) | 136-139 |
| Journal | 教育曙光 |
| Volume | 58 |
| Issue number | 2 |
| Publication status | Published - Oct 2010 |
Citation
陳錦榮(2010)：促進合作學習的實踐：人的因素，《教育曙光》，58(2)，頁136-139。Keywords
- 合作學習
- 人的因素
- 小班教學
- Alt. title: Enhancing cooperative learning: Human factors
- Cooperative learning
- Human factors
- Small class teaching
