近年來，全球的教育學者無不致力於推動各項教育改革，在因應教改而生的眾多教學方式中，群組合作學習是一項廣為接受的教學方式。若以社會認知理論的觀點來看，群組合作學習中學習者之學習行為將受到個人因素及環境因素的影響。本研究根據社會認知理論的相關研究模式，提出一群組合作學習模式，而以參加跨國英語教學之「A捷計畫」(Advanced Joint English Teaching, AJET)的高中一年級學生進行為期六週的群組合作學習專案實驗，並配合專案進度施以問卷，再根據問卷結果加以分析驗證。研究結果顯示，群組規範和群組凝聚力是影響群組合作學習績效的重要環境因素，而群組規範是影響自我效能高低的因素之一，自我效能及目標認同度皆與學習績效相關。根據上述研究結果，本研究提出了驗證後的模式與若干建議，以供未來欲從事群組合作學習研究或欲以此為教學方式的研究者及教師做為參考。

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第一章 導論 1
第一節 研究背景與動機 1
第二節 研究目的 2
第三節 研究方法和研究流程 3
第四節 論文架構 5
第二章 文獻回顧 6
第一節 合作學 6
第二節 學習風格的概念與相關研究 12
第三節 社會認知理論 16
第四節 團體組織結 21
第三章 研究架構、方法與設計 24
第一節 研究架構 24
第二節 研究假說 26
第三節 研究設計 29
第四章 資料分析 34
第一節 效度與信度 34
第二節 樣本基本資料分析 37
第三節 群組合作學習模式分析與假說檢定 38
第四節 學習風格相關分析 43
第五節 研究結果討論 46
第五章 結論 47
第一節 研究發現 47
第二節 研究貢獻 49
第三節 研究限制 50
第四節 後續研究 51
參考文獻 53
中文部分 53
英文部分 54
附錄 實驗問卷 61

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