| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學教學碩士班 === 106 === This study had aimed to explore the process and results of the using of Group Cooperative Learning in Chinese Language Teaching in a junior high school class and to understand the growth and changes of students in the process of the research. In addition, the dilemmas and solutions encountered in the process of implementation had also been discussed, as well as teachers’ self-reflection and growth.
The purposes of this research had been: 1. To develop group cooperative learning activities in the design of Chinese language teaching activities. 2. To explore the effect of integrating group cooperative learning into Chinese language teaching on improving students’ learning achievement. 3. To study the interpersonal and group interaction of students after the implement of group cooperation learning in Chinese language teaching. 4. To inquiry the self-development of teachers by using group cooperative learning in Chinese language teaching in the action research.
The action research method had been adopted in this study. In other words, the researcher is the teacher itself. The research objects, the seventh graders in the junior high school of the researcher, are 15 students in total. The Student Teams-Achievement Divisions (STAD) had been mandated in the Chinese language teaching, which includes four textbook selections for nine weeks and a total of 28 lessons. During the implementation of the teaching, the researcher had used the warm-up question learning sheets, the course content discussion sheets, the text structure discussion sheets, the unit examination sheets, the teaching observation sheets, the examination score record sheets, the teaching journals, the teaching videos, the questionnaires, and the interviews, etc. Data had been coded and analyzed to present the results of the action research.
The following conclusions had been drawn from the analysis of the results:
1. The feasibility of using the group cooperative learning method to design Chinese activities in the Chinese language teaching.
2. Accepting the group-based cooperative learning method into the Chinese language teaching has not significantly improved students' academic achievement.
3. The interpersonal and group interactions of students who have received the group-based cooperative learning method in Chinese teaching have been improved within the group only, but not in other peer groups.
4. Implementing group-based cooperative learning methods in the Chinese language teaching had helped teachers’ self-growth: (1) Textbooks designed by the teachers had contained more varieties. (2) Students’ positive attitudes toward learning had enhanced teachers’ confidence. (3) Teachers had received positive feedback through interviews with students.
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