「學生作夥伴」：參與式學習實踐研究

近年，「學生參與」愈來愈受教育界的關注。以「學生作夥伴」的教學策略，是增強學生參與的其中一個途徑。研究者以教師身份在一個有關中國文學科目中進行「學生作夥伴」的教學實殘，以檢視其學習成效及其對教學的啟示。是項研究以57名學員為實驗組，包括9名「夥伴學生」，並以前屆40名學生為對照組：研究工具包括評核成績、學生「教學評估」問卷、以及「夥伴學生」焦點問卷。研究結果顯示，採用「學生作夥伴」策略，實踐組平均成績比對照組好，主動投入比對照組顯著地高；夥伴學生從當初基於個人利益參與計劃，到計劃完成後發現收穫已擴展至同伴、同學和教師的交往。相關的教學啟示包括「自主的支援」、「清晰的結構」、「愉悅的互動」和「與別不同的經驗」四項，皆有助於推動學生參與。
This study aims at investigating how “Students as Partners” works in a university of Hong Kong, thereby to evaluate the effectiveness of the adopted approach as well as the views of the partner- students involved. Two classes from two consecutive years of the same subject were studied. Teacher ratings, questionnaires and a focus group self-report survey were adopted, to collect qualitative and quantitative data, which were then analyzed by the mixed method. Results demonstrated that student engagement through partnership imposes positive impacts on academic performance and emotional classroom engagement. Pedagogical implications of these findings on student engagement through partnership were discussed. Copyright © 2017 中華書局(香港)有限公司.