| Summary: | 碩士 === 國立臺灣師範大學 === 體育學系 === 107 === Besides absorbing knowledge from books, learning how to live, how to learn, to experience and feel everything around the world has more significance for a student. However, with the change of the tendency of the day, people’s lifestyles and environment have changed enormously, such the widespread of 3C products and the change of family structure, which contribute to the students’ lack of direct experiences and connections. Also, they tend to prefer working alone and learning passively when it comes to interpersonal interaction and cooperation. In accordance with mainstream, transmission of knowledge and skills is no long the whole story of teaching; instead, it puts more and more emphasis on the students’ problem-solving abilities, group cooperation, communication and sharing, and social interaction. Therefore, learning takes place when students participate and cooperate with each other. They improve personal communication skills through sharing and discussing with others instead of working alone. This study is an action research aiming to probe the influence on the students’ interpersonal relationship and learning effectiveness with the application of cooperative learning in PE class, and also the teacher’s use of teaching strategies and introspection. The subjects for this study are the researcher’s students from one classes, including 23 students in the experimental group for which the cooperative learning strategies are implemented in PE class. They have classes twice a week, 45 minutes for each class, and the duration is 8 weeks. Via questionnaire, interview and data analysis, the result shows: 1. Cooperative learning in PE class improves students’ tacit understanding and interaction. 2. Cooperative learning in PE class significantly improves students’ PE class learning effectiveness. 3. The design of cooperative learning in PE class and the arrangement of multiple curricular activities have impact on cooperative learning.
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