合作學習法在小學中文科教學中的實施 : 以澳門某小學為例

在小班教學的背景下,澳門不少學校開始推行合作學習法。本研究旨在探究
澳門小學中文科教師實施合作學習法的情況、成效和挑戰。本研究採質性研究中
的個案研究作為研究方法,以半結構式訪談的方式,邀請了 12 位小學中文科教
師參與研究,收集其教學經驗和看法,且蒐集了學校的相關資料一併分析,藉由
討論得出以下研究結果:
一、小學中文科教師對合作學習法的認知不夠全面,而學校具體的教學指引
有助教師實施合作學習法;合作學習法除了需包含五項基本元素外,還要加上「自
主學習」元素更符合實際所需;教師普通都認為在小班教學的背景下,非常適合
推動合作學習法,且實施合作學習法的優點多於傳統教學法,在各方面的成效亦
優於傳統教學法。不過,合作學習法和傳統教學法並非相互對立的,而是互相並
存,取長補短。
二、比起傳統教學法,合作學習法更符合澳門的教育政策和未來社會所需,
且能滿足小學中文科基本學力要求,在中文科特定能力、共通能力、價值觀和態
度方面都具成效。
三、唯教師在實施合作學習法時,會面臨不少挑戰,如:課程編排緊湊、學
生差異性大、難以管理課堂秩序等,進而影響到實施合作學習法的成效。然而,
一些有效的教學策略能提升合作學習法的效能,如:按學生差異明確分工、先建
立好課堂常規、選擇適合的課題等。此外,若政府、學校能給予教師更多的技術
支援、教學資源、自主空間等,亦有助提升教師實施合作學習法的成效。

最後,本研究根據研究結果提出數項建議,讓政府、學校和教師作參考之用,
以提升合作學習法的效能。

In the context of small class size teaching, many schools in Macau have begun to
implement cooperative learning. The purpose of this study is to explore the situation,
effectiveness and challenges of the implementation of cooperative learning by Chinese
teachers in a Macao primary school. The research is based on a case study and applied
with the qualitative research method. A total of 12 primary school Chinese teachers
were invited to participate in the semi-structured interviews as research data gathering
by means of collecting their teaching experience and opinions, and also collecting
relevant school information data for analysis. The following research results are drawn
through discussion:
1. Primary school Chinese teachers do not have a comprehensive understanding of
the cooperative learning, but the school’s specific teaching guidelines can assist teachers
when implementing the cooperative learning. In addition to the five basic elements, the
cooperative learning should also include “self-directed learning” , so that it could
correspond with actual needs; the majority of teachers in general believe that in the
context of small class size teaching, it is very suitable to promote cooperative learning,
and the advantages of implementing cooperative learning surpass traditional learning.
However, the cooperative learning and the traditional learning should coexist and
complement each other. 2. Compare with the traditional learning, the cooperative learning is more in line
with the Macao educational policy and the needs of our society in the future, as well as
can meet the policy about the requirements of basic academic attainments of Chinese
subject in primary school. It is effective to cultivate students’ abilities in the aspects of
specific abilities, generic skills, values and attitudes in Chinese subject.
3. Teachers will face many challenges when implementing the cooperative learning,
such as: compact curriculum arrangement, contrast ability differences among students,
difficulty in classroom management, etc... which will affect the effectiveness of the
cooperative learning. However, some effective teaching strategies can improve the
effectiveness of cooperative learning, such as: assigning more difficult activities to
challenge high-achieving students, establishing classroom routines and regulations, and
selecting suitable topics. In addition, if the government and schools can provide teachers
with more technical support, teaching resources, and self-managed spaces, it will also
help improve the effectiveness of teachers in implementing the cooperative learning.
Finally, this study based on the findings and make recommendation for
governments, schools and teachers as for their reference.