‘合作学习’之回观思辩与实践反映-nationalhsinchuuniversityof.pdfVIP

「合作學習」之回觀思辯與實踐反映 何奕慧：國立新竹教育大學博士班研究生 chunchih65@ 陳美如：國立新竹教育大學教育與學習科技學系教授 meiju@.tw 近年臺灣教育在美國與日本教育的雙重影響下，重視「合作學習」；尤其是 「學習共同體」之成功案例，憾動了學習場域─教室。 本文先從理解合作學習脈絡、溯源並尋找定位為起點 ；進而探究合作學習 的定義及內涵；又在實務裡辯證論述中反思、剖析與批判；續而重現合作學習的 核心理念，賦予實踐的智慧與勇氣；最後推見 「擁抱愛 迎向希望」，做為 合作學 習的前瞻、期待與願景。 反觀省思是一種勇氣，謹慎行動則是一種智慧。合作學習的教學，無須全 然抗拒，亦無須過度迷信，借力使力，迎接任何學習的可能性，「成長」是共同 的心願，而陪伴孩子學習的教育愛永不改變。 關鍵詞：反思，合作學習，協同學習，實踐 1 Cooperative Learning: Reflection and Practice Yi-hui Ho ：Doctoral student, Department of Education and Learning Technology, National Hsinchu University of Education chunchih65@ Mei-ju Chen ：Professor, Department of Education and Learning Technology, National Hsinchu University of Education meiju@.tw Abstract In recent years, Taiwan’s education influenced by USA and Japan started to pay attention to cooperative learning. Especially, the successful cases of adopting learning community method based on collaborative learning proposed by Manabu Sato heavily impacted the learning context in classrooms. This article began with exploring the history of cooperative learning, and then specified the essence of cooperative learning. Furthermore, we reflected, analyzed and critiqued it from the real world practice. We granted the wisdom and courage to realize the goal of cooperative learning based on its core concept. Finally, we derived LOVE and HOPE as the vision which educators can anticipate for the advance of education. Reflection needs courage, and action takes wisdom. It’s unnecessary to resist cooperative learning, neither to exaggerate it. We should nudge forward to accept all potential outcomes from learning since the facilitation of students ’ growth is the common goal, where the lov