合作學習與素養導向教學的設計與實施之行動研究—以高中公民與社會科多元選修為例

Abstract

本研究旨在探討於高中階段公民與社會科多元選修中，發展與實施「合作學習與素養導向教學課程方案」的歷程及結果。包含以下研究目的：一、探究合作學習與素養導向教學理念之教案設計、教學實施和修正歷程。二、瞭解學生參與合作學習與素養導向教學課程方案的學習歷程與改變。三、探究研究者設計與實施課程之困境、因應策略與專業成長。本研究採行動研究法，以研究者任教之新北市某一公立高中三年級跨班選修的29位學生為研究參與者，進行十八堂，共九次的多元選修課程活動。合作學習課程方案內容及主題聚焦家庭中的民法，每次課程皆融入合作學習及素養導向課程設計，期望透過本行動研究之課程方案，引起學生的學習動機，同時促進學生多元學習體驗，團隊溝通合作學習，培養自主行動及問題解決等多面向素養學習。另外，為教師自身專業成長及新世代的公民教育實施提供一些策略及參考。在研究工具及方法上面，研究者藉由每週的學生回饋表單、課室觀察及錄影、研究諍友的觀察及回饋、教師反思日誌、非正式訪談紀錄等質性資料進行分析，發現問題，並反思調整課程，持續循環此歷程，使課程更加完善完整。學生在參與「合作學習與素養導向教學課程方案」的歷程中，透過課程規劃的多元活動、合作學習及實作活動，促進知識、態度、能力的學習，並促成自主行動、溝通互動、社會參與各面向素養之改變萌芽。研究者亦透過設計課程，不斷實施、反思修正的歷程，提升自身設計與實踐課程之專業成長。最後，依據本研究之結論，為有意從事合作學習與素養導向教學相關教學或研究的教育夥伴提供一些參考及建議。This study aims to explore the process and outcomes of developing and implementing a"Cooperative Learning and Competency-Based Education Program" in the diversified elective courses of the Citizenship and Social Studies curriculum at the high school level. The research includes the following objectives: 1. To investigate the process of lesson plan design, teaching implementation, and revision based on the concepts of cooperative learning and competency-based education. 2. To understand the learning process and changes in students participating in the cooperative learning and competency-based education program.3. To explore the challenges, coping strategies, and professional growth of the researcher in designing and implementing the curriculum.This study adopts an action research approach, involving 29 senior high school students from a cross-class elective course in a public high school in New Taipei City, where the researcher teaches. The study comprises eighteen lessons across nine sessions of diversified elective course activities. The content and themes of the cooperative learning program focus on civil law within the family context. Each lesson integrates cooperative learning and competency-based curriculum design, aiming to stimulate students' learning motivation, promote diverse learning experiences, enhance team communication and cooperative learning, and cultivate multifaceted competencies such as autonomous action and problem-solving. Additionally, the study provides strategies and references for the professional growth of teachers and the implementation of civic education for the new generation. In terms of research tools and methods, the researcher analyzed qualitative data collected through weekly student feedback forms, classroom observations and recordings, observations and feedback from research peers, teacher reflection journals, and informal interview records. By identifying issues and reflecting on and adjusting the curriculum, the process was continuously cycled to make the curriculum more complete and comprehensive.Throughout the participation in the"Cooperative Learning and Competency-Based Education Program," students engaged in diverse activities, cooperative learning, and practical tasks, promoting the learning of knowledge, attitudes, and skills, and fostering changes in competencies such as autonomous action, communication and interaction, and social participation. The researcher also experienced professional growth in curriculum design and implementation through continuous design, practice, reflection, and revision. Finally, based onthe conclusions of this study, some references and suggestions are provided for educational partners interested in cooperative learning and competency-based education or related research.