臺灣博碩士論文加值系統

合作學習是近幾年來教育改革的重要教學策略之一，現今已被廣泛應用在教學的現場上。然而，合作學習必須建基於良好的分組策略之上，才能激發學生學習的能量，帶動小組與個人的學習成長。
為方便教師能有效率的做好合作學習的分組工作，本研究以Webb等人（Webb, 1982a, 1982b, 1984a; Webb & Cullian, 1983）所提的分組理論（中等能力的學生適合同質分組，而高能力及低能力的學生較適合採用異質分組）為基礎，推演出一套合作學習最佳分組策略，以使教師便於依據所要教學的科目，或學生學習任務的性質，隨時調整學生的分組組合，達到最佳的學習效果。
本研究利用電腦分別在3種不同的學生能力分佈情形下，模擬出5000組班級學生能力分數，並推導出一套最佳分組的策略：教師將全班學生（n）之能力分數，先以中位數為標準值，尋找最接近標準值 的人數做為同質分組，其餘學生則做為異質分組。另外，我們也證明了將同質分組之成員，採群聚分配的方式編組，即可得到最小組內差異總和；異質分組之成員，採交替分配的方式編組，即可獲得最大組內差異總和。
此外，研究中也發現，異質小組於交替分配後，同一序位但不在同一組的學生若互換組別，並不會影響全班之組內差異總和，此一發現也為老師在進行學生分組工作時，保留了彈性調整的空間。

Collaborative learning has become one of the most important teaching strategies in recent years. Collaborative learning has been prevailed in today’s classrooms. However, collaborative learning should be implemented with good grouping strategy to stimulate students’ learning interest and to optimize group and individual learning growth.
To help teachers in grouping, this study presents a grouping strategy based on Webb and others studies (Webb, 1982a, 1982b, 1984; Webb & Cullian, 1983). The principle of this grouping strategy is to group students with middle ability as homogenous groups and to blend high ability students and low ability students as mixed groups. This grouping strategy also provides teachers the flexibility to adjust groups in terms of the teaching topics and/or the goals that students should achieve so that the students’ learning can reach their maximum.
Three different distributions of student ability were studied. Forty student abilities were randomly generated from a student ability distribution to form a class. Five thousand classes are simulated under each assumption of student ability distribution. We found that the optimal grouping strategy is as the following. A teacher can use the median of student abilities in a class to select half of students with ability most close to the median as homogenous groups and others as mixed groups. In addition, this study proves that using clustering grouping minimizes sum of absolute difference within homogenous groups and using alternating grouping maximize sum of absolute difference within mixed groups.
This study also found that switching students with the same rank in mixed groups does not affect the overall sum of absolute difference of mixed group. This gives teachers flexibility on group adjustment.

Key words: Collaborative learning, optimal grouping, homogenous group, mixed group

中文摘要-------------------------------i
英文摘要------------------------------ii
誌 謝-------------------------------iii
目 次--------------------------------iv
表 次--------------------------------vi
圖 次------------------------------viii
第一章 緒論----------------------------1
第一節 研究動機------------------------1
第二節 研究目的------------------------2
第三節 研究問題與假設------------------3
第四節 名詞解釋------------------------4
第五節 研究限制------------------------6
第二章 文獻探討------------------------7
第一節 合作學習的理論基礎--------------7
第二節 合作學習分組的研究-------------14
第三節 分組方法的最佳解---------------18
第三章 研究方法與步驟-----------------22
第一節 同質分組-----------------------22
第二節 異質分組-----------------------29
第三節 最佳分組策略-------------------47
第四章 研究結果及討論-----------------53
第一節 研究結果-----------------------53
第二節 討論---------------------------67

第五章 結論及建議---------------------71
第一節 結論---------------------------71
第二節 建議---------------------------75
參考文獻------------------------------76

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