知识翻新教学对小学生线上合作历程的影响.doc

知識翻新教學對小學生線上合作歷程的影響 Effects of Knowledge Building on Elementary Students’ process of online collaboration 蔡佩真 國立政治大學教育系研究生 摘要 （N=） 關鍵詞：Abstract The purpose of this study was to explore the effects of knowledge building on elementary students’ process of online collaboration. An online collaborative knowledge-building environment ─ Knowledge Forum(KF) ─ is employed in this study to document the process of students’ idea generation and development. The participants were the 67 fifth-graders from an urban school in Taipei involved in a science learning eight months. Data main came from：(1)Students’ online discourse recorded in a KF database；(2) the pre-test questionnaire and the post-test questionnaire of students’ concept of collaboration. It was found that ：(一)From the KF database：(1) Using the Knowledge-building design would foster students have more time for peer interaction and collaboration；(2) Using the Knowledge-building design students would foster students generate ideas.(二)From the questionnaire：(1) The elementary students’ concept of collaboration could be classified “cooperative learning” stage and “cooperation opportunity” stage. (2)Traditional teaching design is easier to make students’ concept of collaboration on “cooperative learning” stage and using the Knowledge-building design would foster the elementary students’ concept of collaboration to the “ cooperation opportunity” stage. Keywords: Knowledge-building、cooperative learning、cooperation opportunity 研究動機與目的 隨著九年一貫課程的推行，傳統以個人為主的學習方式已漸漸改為著重團體合作的學習方式。從合作學習概念來看，已有許多研究都證明合作學習確實能提升學習成效，而且能適用於各年級與各學科，甚至從基本的技能到複雜的問題解決。但過去的合作學習大多仍停留在事務與同儕間的分工合作，如Slavin(1995)提出成功的合作學習的條件，即必須包含一個明確的目標、合作成果屬於小組全體、每個小組成員都對小組成敗有一份責任……等。這種合作學習的方式很少能提升至更高階段，即視教學為一知識創造，而非僅只是知識的累積(Hong Sullivan,2009)。相對於傳統強調事先分工、明定目標的分工合作方式，研究者對於強調彈性的、隨機的、以想法為中心、以問題解決與知識翻新為合作的方式更深感興趣。 Morin(1999)指出，從前的人們相信未來是過去的重複，他們相信世界的進步，但20世紀的人們卻失落了對未來確定的想法，因其發現一切完全是不可預期的。我們必須發展這樣的認識：我們要應對風險，我們要學習面對不確定性，因為我們生活在一個全球化的時代，不同的價值理念相互衝突但又緊密聯繫，所以教育必須再三反思知識的