澳門合作學習實踐情況: 一所小學的個案研究

本研究旨在瞭解小學教師在使用合作學習的教學現況,採用半結構式訪談及觀課,探討小學教師對合作學習的認知和亯念、教師在進行合作學習教學時的現況和遭遇的困難、挑戰,以及他們的支援建議。研究在一所本澳小學進行,邀請 6 位來自不同科目的教師參與。研究結果顯示:
一、教師對合作學習的認知程度偏低及模糊,最多教師認為「面對面的促進性相互作用」及「積極互賴」是合作學習的主要要素,普遍忽略了「個人責任」、「社交技能」和「小組自評」。教師認為合作學習的優點多於缺點,普遍認為合作學習模式比傳統教學更為有效。
二、教師在實踐合作學習教學時,會誤以為小組活動尌等同於合作學習,於是出現各施各法。大多數只會關注以下幾個方面: (1)挑選合適的課題及教學目標再配合活動、(2)小組人數:以便利為主,多以 2-4 人一組、(3)評核標準不清晰、(4)小組匯報都以整組組員匯報方式,會忽略小組反思及獎懲制度等重要要素。在面對困難時採取的應對方法,教師多以簡單的補救來解決問題,沒有考慮達致合作學習的原來理念和目標。總括而言,從觀課中發現教師做到「面對面的促進性相互作用」及強調「個人責任」,但欠缺「小組自評」元素。
三、教師對學校方面提供的支援需求較高,大部分教師認為調整課程進度是最重要的支援、其次是提供教學軟件的支援、有共同設計或分享合作學習經驗的機會、選擇合適的課題、增加教師合作學習方面的培訓機會、提升教學環境的靈活性;在政府支援方面,教師希望落實小班教學及加大宣導合作學習力度; 在同事方面希望能做到互相配合、放下己見,共同努力。
四、實施合作學習策略理念上可以符合基本學力要求和校本目標,但在訪談及觀課中均顯示現時合作學習只能滿足形式要求,例如學生面對面討論及分享,而真正內涵,例如促使學生主動學習、互相幫助及社交技巧方面仍有待加強,同時應給予學生反思的機會。
最後,本研究根據研究結果提出建議,作為學校、教師、政府之參考。

The objective of the study was to understand the implementation of cooperative learning in a primary school. Semi-structural interviews and lesson observations were adopted in this study, exploring teachers’ interpretations and beliefs towards cooperative learning, as well as the supporting strategies they recommended according to the challenges and difficulties they had confronted. The study conducted at a local primary school in Macau, with the participation of six different subject teachers. The findings demonstrated that:
I. Teachers’ understanding about cooperative learning is low and vague. Most of them believed that Face-to-Face Promotive Interaction and Interdependence are the crucial elements of Cooperative Learning, while ignoring the importance of Individual accountability, Interpersonal and Small-Group Skills and Group Processing.
Generally speaking, all of them agreed that Cooperative Learning is more effective, comparing to the traditional pedagogy.
II. Teachers had mistakenly practiced group activities as cooperative learning in the classroom. Through interviews and lesson observations, we found that most teachers had only implemented cooperative learning on chosen topics and in small groups; evaluation criteria were not clearly stated; presentations were only done by group, neglecting the importance of individual student self-reflection. In addition, the ad-hoc remediation was adopted when there was a problem, without considering the initial objectives of cooperative learning.
III. Teachers expected that they were highly supported by school; adjusting the teaching schedule, installing different computer software and providing relevant training courses are all considered to be helpful to them. It was also advised for teachers to work together and design a suitable teaching strategy for the selected topic. They were also encouraged to share their teaching experience. In addition, teachers suggested the government to strengthen the promotion and confirm the implementation of cooperative learning in the society.
IV. The concept of implementing cooperative learning meets both the Basic Academic Attainments and the teaching objectives of the School. However, the study showed that the ways of using this type of learning strategy was superficial, like students’ skills on face-to-face discussion and sharing. Other important and sustainable elements, such as improving students’ learning motivation and socializing skills, still remained rooms for improvement.
Lastly, based on the results of the study, suggestions are put forward for the reference of schools, teachers and government.