An Action Research Study to Develop a Cooperation-based Classroom

• Main Authors: Wu, Su-Mei, 吳淑美
• Other Authors: Huang,Yung-Ho
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/94877530287205535333

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 99 === Abstract This was an action research study, which aimed to develop a cooperation-based classroom and to investigate the process of carrying out the project for first graders in the elementary school. The purpose was to understand changes of classroom climate and students’ learning performances on helping, division of work, expressing, listening, compliment, cooperation, and so on. Moreover, it reported the teacher’s reflections and growth during the process of conducting this project. The data were collected from “cooperative skills questionnaire”, “classroom climate questionnaire”, interview, observation and documentation.The results of the study were as follows: I. The process of developing a cooperation-based classroom project 1. The process of developing a cooperation-based classroom can be divided into three phases. Starting with the “instruction phase,” the teacher helps students construct cooperative knowledge through teaching. In the “practice phase,” cooperative skills are developed through classroom management. Finally, in the “mastery phase,” the teacher modify the project to promote classroom cooperation. 2. The teacher designs a practicable project to develop a cooperation-based classroom from six dimensions of classroom management, including “classroom administration,” “classroom instruction,” “classroom environment,” “classroom discipline,” “interpersonal relationship,” and “honor system.” 3. To develop a cooperation-based classroom should pay attention to the following aspects: “Shape the vision of the class,” “transform knowledge into action,” “flexible grouping,” “establish group discipline and develop cooperation,” “interpersonal interaction and emotional management for special students,” and “practice repeatedly to internalize cooperative skills.” II. This project can increase students’ cooperative learning performances 1. Helping dimension: If a classmate needs a hand, others will help voluntarily by providing ideas or materials when necessary. 2. Division of work dimension: Students will discuss how to divide the work and make efforts to finish their task. 3. Expressing dimension: Students will clearly and politely express their own thoughts and opinions. 4. Listening dimension: When someone is speaking, other classmates will look at the speaker, listen quietly, and not interrupt to show politeness and respect. 5. Compliment dimension: Students will compliment on other classmates’ merits and show encouragement through applause when others do a good job. 6. Cooperation dimension: When there are whole class activities or group works, students will adjust their own thoughts to come to a consensus and cooperate with one another to complete the work. 7. Overall dimension: There are positive development and progress on individual’s cooperative skills and overall cooperative climate. According to the research results, the study found that the project of developing a cooperation-based classroom significantly increased students’ cooperative skills and promoted classroom cooperation climate. Based on the research findings and students’ learning performances, the researcher made several suggestions. Key words: cooperation, classroom management, cooperative skills, cooperative skills teaching, classroom climate