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研究生:蕭雅云
研究生(外文):HSIAO, YA-YUN
論文名稱:同儕學習應用於台灣國中生之個案研究
論文名稱(外文):Collaborative Learning in Junior High School in Taiwan: A Case Study of a Junior High School in Yunlin County
指導教授:王子富王子富引用關係
指導教授(外文):WANG, TZU-FU
口試委員:陳淑珠王清煌
口試委員(外文):CHEN, SHU-CHUWANG, CHING-HUANG
口試日期:2017-06-28
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:應用外語系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:英文
論文頁數:92
中文關鍵詞:同儕學習學習動機班級經營
外文關鍵詞:Collaborative LearningMotivationClassroom Management
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本研究旨在探討如何將同儕學習應用於班級裡以及同儕學習對國中生的影響,此個案的參與者為台灣中部一所國中的二十七位二年級的學生以及他們的導師。
文獻部分,研究者探討了同儕學習、學習動機以及班級經營方面的文獻;在讀過相關文獻後研究者發現,同儕學習是教師們用來引起學生學習動機的工具。
為能使資料蒐集的過程有彈性以探究班導師以及學生更深入的想法,資料蒐集的工具包含有:半結構式訪談、開放式問卷以及田野筆記。
研究結果發現:(1) 設定學生達得到的目標以及公平的規則有助於學生參與;(2)在教師準備實行計畫前需要想清楚並且可諮詢有經驗的老師;(3)在保有教師權威的前提下信任且尊重學生,有助於學生的參與感;(4) 挑戰自己對於激發學習動機是很重要的因素;(5)在實施同儕學習時要讓學生自己選擇學習夥伴,因為同儕間的影響力是很重要的;(6) 同儕學習不是唯一能激發學生學習動機的原因;(7) 禮券能在實施同儕學習剛開始時激發學生的學習動機,但是夥伴間的鼓勵才是讓動機持久的原因;(8) 同儕間的支持是很重要的,而且能夠凝聚班級向心力。
研究結果也提供了教師未來在班級裡實施新的規則活動時的建議。

The purpose of the research was to examine how to apply collaborative learning in a class and the effects of collaborative learning utilized on junior high school students. This case study included twenty-seven second grade students in a junior high school and the homeroom teacher from central Taiwan.
In the literature review, the researcher explored not only collaborative learning but also students’ motivation to learn and teachers’ classroom management. After the researcher read literatures she found that collaborative learning is just a mediator for teachers to improve students’ motivation to learn. There are many reasons for students to be motivated.
Data was collected by the researcher using semi-structured interview, questionnaires, and field notes. These instruments helped the researcher by having more flexibility to explore deeper answers from the homeroom teacher and students.
The findings show that (1) Achievable and fair rules are helpful for students to follow. (2) Thinking carefully and consulting experienced teacher before implementing a plan are important. (3) Trusting and respecting students without losing teacher’s power will be helpful to engage the class. (4) Challenging oneself is crucial to trigger motivation to learn. (5) Because the influence of peers is significant, letting students choose their partner can increase motivation to learn. (6) Collaborative learning is not the only reason to improve students’ motivation to learn. (7) Rewards may trigger students’ motivation to learn in the beginning, and the encouragement from partner will make motivation last longer. (8) Support from peers is pivotal which also engages the class.
Based on the findings, this research provides teachers with advice about what they can do before they want to apply any rule or activity in the class.

摘要 i
ABSTRACT ii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER ONE INTRODUCTION 1
1.1 BACKGROUND 1
1.2 STATEMENT OF PROBLEMS 3
1.3 PURPOSE OF THE RESEARCH 4
1.4 RESEARCH QUESTIONS 5
1.5 SIGNIFICANCE OF THE RESEARCH 5
1.6 DEFINITION OF TERMS 6
1.7 ORGANIZATION OF THE STUDY 6
CHAPTER TWO LITERATURE REVIEW 8
2.1 CLASSROOM ATMOSPHERE AND TEACHER CHARACTERS 8
2.2 COLLABORATIVE LEARNING 9
2.2.1 Definitions of Collaborative Learning 9
2.2.2 Advantages and Disadvantages of Collaborative Learning 12
2.2.3 Grouping of Collaborative Learning 15
2.3 MOTIVATION 16
2.3.1 Intrinsic and Extrinsic Motivation 17
2.3.2 Motivated Environment 18
2.3.3 Motivation and Rewards 22
CHAPTER THREE RESEARCH METHOD 24
3.1 RESEARCH METHOD 24
3.2 PARTICIPANTS 25
3.2.1 Homeroom Teacher 25
3.2.2 Class 26
3.3 INSTRUMENTS 26
3.3.1 Questionnaires 26
3.3.2 Semi-structured Interview 29
3.3.3 Field Notes 30
3.4 DATA COLLECTION PROCEDURES 30
3.4.1 Questionnaires 30
3.4.2 Semi-structured Interview 31
3.4.3 Field Notes 31
3.5 DATA ANALYSIS 32
CHAPTER FOUR RESULTS 34
4.1 RESEARCH QUESTION 1: HOW HAS THE FRAMEWORK OF COLLABORATIVE LEARNING BEEN CONSTRUCTED? 34
4.2 RESEARCH QUESTION 2: WHAT ARE THE REASONS FOR STUDENTS TO IMPROVE THEIR MOTIVATION TO LEARN THROUGH COLLABORATIVE LEARNING? 43
4.3 RESEARCH QUESTION 3: HOW HAVE STUDENTS CHANGED THE MOTIVATION TO LEARN AFTER CL APPLIED? 46
CHAPTER FIVE DISCUSSION 51
5.1 DISCUSSION ON RESEARCH QUESTION 1: HOW HAS THE FRAMEWORK OF COLLABORATIVE LEARNING BEEN CONSTRUCTED? 51
5.1.1 Discussion One: Achievable and Fair Rules are Helpful for Students to Follow 51
5.1.2 Discussion Two: Thinking Carefully and Consulting Experienced Teachers before Implementing a Plan are Important 52
5.1.3 Discussion Three: Trusting and Respecting Students without Losing Teacher’s Power 53
5.2 DISCUSSION ON RESEARCH QUESTION 2: WHAT ARE THE REASONS THAT STUDENTS BEING MOTIVATED BY COLLABORATIVE LEARNING? 55
5.2.1 Discussion Four: Influence of peers is Crucial; Letting Students Choose Partners by Themselves can Improve Motivation to Learn 55
5.2.2 Discussion Five: Challenging Oneself is Significant to Improve Students’ Learning Motivation 56
5.3 DISCUSSION ON RESEARCH QUESTION 3: HOE HAVE STUDENTS CHANGED THE MOTIVATION TO LEARN AFTER CL APPLIED? 56
5.3.1 Discussion Six: CL is Not the Only Reason to Improve Students’ Motivation to Learn 56
5.3.2 Discussion Seven: Rewards May Improve Students’ Motivation to Learn in the Beginning, and the Encouragement from Partner will Make Motivation Last Longer 58
5.3.3 Discussion Eight: Support from Peers is Pivotal which also Engages the Class 59
CHAPTER SIX CONCLUSION AND IMPLICATIONS 60
6.1 CONCLUSION 60
6.2 IMPLICATIONS 63
6.3 LIMITATIONS OF THE RESEARCH 64
6.4 SUGGESTIONS/RECOMMENDATIONS FOR FUTURE RESEARCH 64
REFERENCES 66
APPENDIX A: SEMI-STRUCTURED INTERVIEWS 75
APPENDIX B: QUESTIONNAIRE 1, TO UBDERSTAND STUDENTS’ LEARNING PATTERNS BEFORE APPLYING CL 76
APPENDIX C: QUESTIONNAIRE 2, TO UNDERSTAND STUDENTS’ LEARNING MOTIVATION AFTER CL APPLIED 77
APPENDIX D: QUESTIONNAIRE 3, TO UNDERSTAND STUDENTS’ MOTIVATION TO LEARN AFTER APPLYING CL WITHOUT REWARDS 78
APPENDIX E: CONSENT FORM 79
APPENDIX F: CONSENT FORM – ENGLISH VERSION 80

2.3 MOTIVATION 16
2.3.1 Intrinsic and Extrinsic Motivation 17
2.3.2 Motivated Environment 18
2.3.3 Motivation and Rewards 22
CHAPTER THREE RESEARCH METHOD 24
3.1 RESEARCH METHOD 24
3.2 PARTICIPANTS 25
3.2.1 Homeroom Teacher 25
3.2.2 Class 26
3.3 INSTRUMENTS 26
3.3.1 Questionnaires 26
3.3.2 Semi-structured Interview 29
3.3.3 Field Notes 30
3.4 DATA COLLECTION PROCEDURES 30
3.4.1 Questionnaires 30
3.4.2 Semi-structured Interview 31
3.4.3 Field Notes 31
3.5 DATA ANALYSIS 32
CHAPTER FOUR RESULTS 34
4.1 RESEARCH QUESTION 1: HOW HAS THE FRAMEWORK OF COLLABORATIVE LEARNING BEEN CONSTRUCTED? 34
4.2 RESEARCH QUESTION 2: WHAT ARE THE REASONS FOR STUDENTS TO IMPROVE THEIR MOTIVATION TO LEARN THROUGH COLLABORATIVE LEARNING? 43
4.3 RESEARCH QUESTION 3: HOW HAVE STUDENTS CHANGED THE MOTIVATION TO LEARN AFTER CL APPLIED? 46
CHAPTER FIVE DISCUSSION 51
5.1 DISCUSSION ON RESEARCH QUESTION 1: HOW HAS THE FRAMEWORK OF COLLABORATIVE LEARNING BEEN CONSTRUCTED? 51
5.1.1 Discussion One: Achievable and Fair Rules are Helpful for Students to Follow 51
5.1.2 Discussion Two: Thinking Carefully and Consulting Experienced Teachers before Implementing a Plan are Important 52
5.1.3 Discussion Three: Trusting and Respecting Students without Losing Teacher’s Power 53
5.2 DISCUSSION ON RESEARCH QUESTION 2: WHAT ARE THE REASONS THAT STUDENTS BEING MOTIVATED BY COLLABORATIVE LEARNING? 55
5.2.1 Discussion Four: Influence of peers is Crucial; Letting Students Choose Partners by Themselves can Improve Motivation to Learn 55
5.2.2 Discussion Five: Challenging Oneself is Significant to Improve Students’ Learning Motivation 56
5.3 DISCUSSION ON RESEARCH QUESTION 3: HOE HAVE STUDENTS CHANGED THE MOTIVATION TO LEARN AFTER CL APPLIED? 56
5.3.1 Discussion Six: CL is Not the Only Reason to Improve Students’ Motivation to Learn 56
5.3.2 Discussion Seven: Rewards May Improve Students’ Motivation to Learn in the Beginning, and the Encouragement from Partner will Make Motivation Last Longer 58
5.3.3 Discussion Eight: Support from Peers is Pivotal which also Engages the Class 59
CHAPTER SIX CONCLUSION AND IMPLICATIONS 60
6.1 CONCLUSION 60
6.2 IMPLICATIONS 63
6.3 LIMITATIONS OF THE RESEARCH 64
6.4 SUGGESTIONS/RECOMMENDATIONS FOR FUTURE RESEARCH 64
REFERENCES 66
APPENDIX A: SEMI-STRUCTURED INTERVIEWS 75
APPENDIX B: QUESTIONNAIRE 1, TO UBDERSTAND STUDENTS’ LEARNING PATTERNS BEFORE APPLYING CL 76
APPENDIX C: QUESTIONNAIRE 2, TO UNDERSTAND STUDENTS’ LEARNING MOTIVATION AFTER CL APPLIED 77
APPENDIX D: QUESTIONNAIRE 3, TO UNDERSTAND STUDENTS’ MOTIVATION TO LEARN AFTER APPLYING CL WITHOUT REWARDS 78
APPENDIX E: CONSENT FORM 79
APPENDIX F: CONSENT FORM – ENGLISH VERSION 80


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