合作學習是現今相當重要的教學方法，許多學校與教師均採用合作學習為其教學架構，且合作學習已經證實比個別學習以及競爭學習帶來更佳的學習效果，可以產生更高的團體成就與個人成就、更多元的推理與邏輯思考、以及更有創意的想法，許多研究亦致力於發展合作學習，從不同的觀點與角度切入以期望提昇合作學習之成效。本研究從「可能發展區」之觀點切入，「可能發展區」強調藉由能力較佳之同儕或是教師之鷹架輔助，協助其他學生發展其「可能發展區」，而在鷹架作用中，先備知識扮演相當重要的角色，接受鷹架輔助的學生必須具備足夠之先備知識，鷹架作用才得以發揮其效果，加上現實的教學環境中，教師為兼顧整體之教學進度，難以掌握個別學生之學習進度，亦難以個別給予適當之指導，有鑑於此，本研究運用資訊科技輔助，提出「先備知識診斷」與「數位教材輔助」兩機制，藉由此兩機制之搭配，提昇學生對於特定學習目標之先備知識，探討先備知識與合作學習成效之關係，受測之學生接受不同機制之施予後，分成小組進行合作任務，並衡量其「合作任務成績」以及「合作過程感知」，合作過程感知分為「合作程度感知」、「情緒性衝突感知」與「任務性衝突感知」，研究結果顯示，本研究提出之「先備知識診斷」搭配「數位教材輔助」機制確實可以達到提昇學生先備知識之效果，而在合作學習成效的部份，結果顯示，先備知識愈高其合作任務成績愈高以及先備知識愈高其任務性衝突感知愈高，然而先備知識與合作程度感知以及情緒性衝突感知則沒有顯著之相關性存在，最後針對本研究之結果給予教學實務上的建議與學術研究上的幫助，以及未來研究的進行方向。

Cooperative learning is a major teaching method which is used by many instructors as their teaching framework. It has been proven better than individual and competitive teaching methods by raising higher group achievements and individual achievements with more diverse reasoning and logic thinking, and more creative ideas. Many researchers make their efforts in promoting the outcomes of cooperative learning from different viewpoints. One of them is Zone of Proximal Development (ZPD), which emphasizes that teachers and learners with higher capability can support other learners to develop their ZPD through proper scaffolding. Prior Knowledge plays an important role in scaffolding. In order to maximize the effect of scaffolding, learners supported by scaffolding must possess enough prior knowledge. At the same time, teachers must consider the whole teaching progress and it is difficult to be aware of every individual learner’s learning progress and offer adaptive assistance to each of them. Thus, we propose two mechanisms: knowledge diagnostic and learning material developed by using IT techniques to promote learners’ prior knowledge in a specific domain. Students were given different mechanisms and divided into twenty groups to resolve their cooperative tasks. Their cooperative learning outcomes were measured by tasks achievement and perceived of cooperation process that is composed of perceived of cooperation extent, perceived of task conflict and perceived of emotional conflict. The result shows that the combination of knowledge diagnostic and learning material can promote students’ prior knowledge in the domain we selected. The result of cooperative learning outcomes shows that there is a positive relationship between prior knowledge and task achievement, and a positive relationship between prior knowledge and perceived of task conflict, but there is no significant relationship between prior knowledge and perceived of cooperation extent and nor between prior knowledge and perceived of emotional conflict.

誌謝 III
目錄 V
圖目錄 VII
表目錄 VIII
中文摘要 IX
英文摘要 X
第ㄧ章、緒論 1
第一節、研究背景與動機 1
第二節、研究目的 4
第三節、研究問題 4
第二章、文獻探討 5
第一節、合作學習 5
第二節、VYGOTSKY之「可能發展區」 10
第三節、先備知識 14
第四節、迷思概念與診斷方法 17
第五節、合作過程 21
第六節、五大人格特質 23
第三章、研究方法 26
第一節、研究變項操作型定義及衡量 26
第二節、研究架構與假說 28
第三節、問卷設計 31
第五節、資料分析方法 39
第六節、研究對象 40
第四章、研究資料分析與結果 41
第一節、資料收集情形 41
第二節、「前測試題」與「後測試題」分析 41
第三節、五大人格特質分析 43
第四節、「先備知識診斷」與「數位教材輔助」分析 46
第五節、合作任務成績分析 52
第六節、合作過程感知分析 55

第五章、結論 66
第一節、研究結果 66
第二節、研究貢獻 68
第三節、研究限制 70
第四節、未來研究 70
參考文獻 71
附錄一、合作過程感知問卷 85
附錄二、五大人格特質問卷 87
附錄三、診斷試題 89
附錄四、後測試題 94

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