[[alternative]]The Research on the Effect of Web-Based Collaborative Learning Applied to High School English Learning--Taking a Private High School as an Example

[[abstract]] 本論文研究目的是希望透過網路合作學習模式進行英文教學，讓學生藉由主題上共同探討、科技層面的支援，進行與英文教學主題有關議題的討論，以達到教學、科技與成效的聯結，藉由討論與合作學習方式，以學生為中心，教師為輔的輔助教學，協助引發學生學習興趣與學習效果的提昇。 本研究針對研究個案學校高中一年級某班學生，以透過網際網路互動之合作學習方式學習，利用網際網路上的各種工具，並結合原有的教學資源，進行英文科合作學習。進行過程中以問卷、學習評量等方式瞭解學生在網路合作學習下其學習動機、學習成就以及對網路合作學習的看法。 本研究以實驗研究法方式進行，實驗歷程共經過二個階段，第一階段為訓練階段，主要是訓練學生合作技巧及軟體操作能力；第二階段為實驗階段，實驗課程共計十週，以異質分組方式進行網路合作學習。 根據歸納研究結果的分析與討論後，本研究發現接受網路合作學習的學生與傳統方式上課學習的學生其英語學習動機並無顯著差異。參加網路合作學習的學生學習後之英語學習成就優於傳統方式上課學習的學生。整體而言參加網路合作學習的學生對小組合作學習都有正向的看法。[[abstract]] The purpose of the study was to promote efficient English learning by associating English teaching with the information technology, Internet. We hoped that by the medium teachers could stimulate the students’ focus on the topic discussion. We expected to motivate students’ learning and elevate their learning effects by arousing their different opinions on the topic-involving issue. Their views would be based on the topic learning from discussion and cooperative learning, which was integrated with the “student-centered” and “teacher guided” teaching approach. A senior-one class was selected for the research on “Internet Collaborative Learning Applied to the Senior High School English Learning Effects.” We will had English taught by integrating the Internet technology with traditional teaching resources. During this process, we tried by every means to acknowledge the students’ reflections on their motivation, learning experience, and even their achievement on English throughout the teaching project. This study had been proceeding through the experimental stage of research, which included two steps. The first step was the training period. The task of this step was to develop the students’ cooperative skills and their ability in operating software. The second step was the period of experimental period. During this period, students would experience the Internet’s cooperative learning capabilities by way of heterogeneous grouping. After analyzing and inducting the questionnaire and all the data, the result revealed that there was no significant difference of learning motivation between the experimental students and the traditional students. However, the English achievements of the Internet-cooperative students were apparently superior to those of the traditional learners. As a whole, Internet cooperative learning students owned a more positive and aggressive attitude toward small-size cooperative learning groups