An Action Research of the Implementation of Cooperative Learning in a Junior High Classical Chinese Class

• Main Authors: Huang, Szu-Han, 黃思涵
• Other Authors: Hsu, Chi-Sui
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/47857573628211270129

碩士 === 國立臺南大學 === 教育學系課程與教學教學碩士班 === 103 === The purpose of this study was to resolve the problem that junior high students find it difficult to learn classical Chinese. The researcher used Cooperative Learning to teach classical Chinese. The aims of the research are as follows: 1. To develop activities of teaching junior high classical Chinese with Cooperative Learning. 2. To discuss junior high students’ learning progress of classical Chinese using Cooperative Learning. 3. To discuss junior high students’ learning results after using Cooperative Learning in the acquisition of classical Chinese. 4. To discuss the researcher’s growth after conducting Cooperative Learning in junior high classical Chinese classes. This study used action research. The research subjects are eighteen ninth-grade students from the researcher’s school. The researcher used Cooperative Learning to teach four classical Chinese lessons, using thirty classes in total. After teaching, the researcher will use observation, journals, worksheets, feedback sheets, test paper, and recording to encode and analyze the results. The results of the research are as follows ： 1.The activies of using Cooperative Learning to teach junior high classical Chinese: (1)In the JigsawⅡteaching design, the students could learn by themselves and then tought their classmates. Students had whole learning autonomy. (2)In the STAD teaching design, the teacher changed her role, and can provide students with varied guidance. 2.The process of using cooperative learning to teach junior high classical Chinese: (1)In the JigsawⅡteaching design, students studied teaching material in the expert group, and then returned to the original group to discuss with each other and present their ideas. The last step was tests and awards. (2)In the STAD teaching design, teacher spoke to the whole class, and then students discussed in each group. After the discussion and presentation, students were given a test. And the final steps was reward. 3.The students’ learning results after using Cooperative Learning in classical Chinese classes: (1)After JigsawⅡteaching design, most students improved on their tests. Also they checked the “helpful” option on the feedback sheets. (2)After STAD teaching designed, most students improved on their tests. Also they checked the “helpful” option on the feedback sheets. 4.The researcher’s growth after using Cooperative Learning in teaching junior high classical Chinese: (1)Worksheet design costs more time in the preparation of classes. However, students can thus learn by themselves and discuss with each other. Individuals also got more attention. Besides, teacher’s help can solve students questions. (2)Teacher’s role changed through teaching steps: Not an authority, but a learning partner who are closer to students.