An Action Research on the Cooperative Learning of Chinese Literature for Students' Learning Achievements and Attitudes in Junior High School

• Main Authors: CHENG, CHING-SHAN, 鄭靜姍
• Other Authors: WU, WEI-SHEN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/se99tt

碩士 === 大葉大學 === 資訊管理學系碩士班 === 106 === Results of 2015 PISA (Programme for International Student Assessment) indicated that Taiwanese students’ scores of reading literacy was lower than the mathematics and science literacies’. Improving students' reading literacy mainly depends on how teachers change their beliefs and pedagogies. The purpose of this study is to explore the impacts of a small-group cooperative learning approach on students’ learning attitudes and achievements toward the Chinese liberate arts. An action reserch was implemented to a Chinese class consisted of 20 eighth grader at a public school in Hsinchu City. A STAD (student teams-achievement divisions) approach was adopted for 15 weeks. The researcher also played a role as instructor during this study. Multiple data including students’ assessments, questionnaires, groups’ self-assessments, learning documents, and goups’ feedbacks as well as researcher’s interviews, classroom observations, and reflctions were collected. Data was analyzed and validated by quantitative and qualative analyses. Resulted indicated as the follows: (1)The STAD approach had a positive effect on students' learning experiences in Chinese class; (2)Cooperative learning by groups improve students’ attitudes toward Chinese liberal arts; (3)Cooperative learning by groups increased students’ scores of Chinese achievements; (4)Implementation of small-group cooperative learning were beneficial to teacher’s professional growth. Finally, based on the results, recommendations are provided to teachers and researchers who attemps to implement cooperative learning in Chinse classes in junior high schools as referencces. Key words: Group Cooperative Learning, Action Research, Learning Attitude, Learning Achievement