2020-08-012024-05-17https://scholars.lib.ntu.edu.tw/handle/123456789/678899專題與問題導向學習法已受廣泛關注與運用。這類學習法著重模擬生活中真實案例，並提出解決對策。在運用這些學習法的過程中，為符合真實情況，學生不能做獨行俠，而須經常進行小組合作。然而，小組合作易產生「社會惰化」，意即在群體工作中，成員可能出現的少當責、少出力的惰性現象。社會惰化一旦發生，就可能衍生小組產力下降、組員關係緊張以及失去合作動力等問題。 針對此惰性現象，過去文獻提供解決對策大致可分為四類：分組、評量、訓練及配責。然，若要將其應用於大學課程中較大班級的小組，常會有無法將小班級分組合作策略有效地套用在大班分組中捉襟見肘的狀況。因此，本計畫執行了一年兩階段式研究，目的是以前述策略為基礎發展一套含具體流程及教學對策的實踐模式，以有效降低高等教育分組合作中發生的社會惰化，同時落實有效教學。計畫聚焦探討此模式在臺灣教育場域中的具體應用，並提出改良的評分機制、「配對」式分組策略、每週「我隊友，我麻吉」互動練習等去惰化教學舉措。學生訪談、隊員互評、自我團體表現與能力前後測之研究結果皆展示了去惰化教學舉措在提升學生自我團體意識及增強團體學習合作上之正面效益。 Project-based and problem-based learning are growing in popularity. These types of learning often simulate real world conditions that students are likely to face in their future careers. One aspect of project- and problem-based learning is that more often than not, students have to work as a team instead as an individual to mimic real life even further. However, one issue with teamwork and team collaboration is the phenomenon of social loafing. Social loafing is a phenomenon where individuals within a team might not do their fair share of a task or a project (North, Linley, & Hargreaves, 2000). This causes a host of problems, to name a few, groups being less productive, interpersonal relationships within a group being strained, and group members being demotivated. Within the literature are many strategies to reduce social loafing. Upon observation, these strategies in general can be classified into four categories: grouping, evaluation, training and role assigning. However, many of these strategies are in need of modifications and special design if they are to be applied to large classes (numbering above 80). The literature offers possible solutions to reduce social loafing present in teamwork; however, protocols consisting of not only effective instructional strategies but also detailed plans like materials and procedures need to be developed in order to meet the needs and challenges of large classes at higher education levels. To achieve this goal, the intended purposes of this proposed study are to develop effective de-loafing instructional strategies and design protocols to reduce or minimize social loafing within student teams within large-sized classes. Using a mixed methods design, this one-year and two-phase study consists of student survey of peer and self-evaluations, pre- and post-course Team Collaboration Questionnaires and semi-structured interviews with the student participants. This proposal is significant in that it seeks effective instructional strategies and protocols to reduce social loafing in sizable classes. Special attention is paid to how these strategies can be applicable in Taiwanese educational context; to this end, a revised grading strategy, a “matched” grouping strategy for team formation, and weekly training of team-building tasks are proposed, implemented and evaluated in this study as effective de-loafing instructional measures. The qualitative and quantitative data gathered from an 85-student class have revealed positive outcomes, thereby demonstrating the effectiveness of the proposed de-loafing instructional measures in reinforcing learners’ team awareness and collaboration. These results would be useful for curriculum designers and teachers to foster the quality of student collaboration and team-based teaching.