本研究探討醫學校院大一生物科部份實驗課實施小組合作學習教學時，學生在「生物醫學認知」、「學習技能」與「學習態度」等之表現和實施上的困難。本研究屬個案研究，樣本是某醫學校院的大一學生237位，每組5至6人，上下學期各為42組和41組。研究工具包括團體學習量表、教學目標達成問卷、各種學習歷程檔案記錄單和教學效果訪談問卷等，均經專家審查，其中團體學習量表、教學目標達成問卷，學習歷程檔案記錄單之書面摘要評量表、上台報告評量表和書面報告評量表等量化資料的信度(α)值分別為0.84、0.83、0.84、0.91和0.83，其餘記錄單屬質性資料。量化資料以描述性統計表之，質性資料則依研究者發展之編碼系統量化，之後再統計各次要面向的表現頻率，最後互相比對量化數據與質性資料的內容。研究結果如下：1.生物醫學認知方面，65.8%的學生自覺生物醫學知識有增加，而且對所探討主題的一般概念或概念關係之認知比較多，並能深刻認識和瞭解自己所專責的內容，其因果推論和認知評價等表現亦有提升，但對他組所探討的主題比較無法深入；2.學習技能方面的表現比傳統大班講述式的教學出色，如63.7%自認任務工作技能有增加，77.2%自認這些技能的表現良好；69.2%自認團隊工作技能有增加，70.9%自認這些技能的表現良好；3.學習態度方面，72.7%自覺有小組認同與參與感，48.5%喜歡學習活動，43.8%自認能養成主動學習態度，這當中以學習樂趣和小組認同的表現最好，社會態度的表現比較差。在本研究當中實施小組合作學習有下列困難，因而限制其學習效果：1.學生在高中欠缺小組合作學習經驗、背景知識不足、且外文閱讀能力不足；2.各組所探討生物學主題的切入深度不同，造成找尋和閱讀資料迥異；3.任課教師人力不足、對學生所選的主題輔導有限；4.校內圖書館藏不足；5.校內活動和課程時間的安排衝突、校內場地和設備不足，造成執行上有困難等。本研究建議未來大一生物科可繼續施行小組合作學習的教學，此外教師宜多加評量學生因果推論和認知評價的能力，以及對他組的生物醫學認知，並鼓勵學生找尋合宜的網路資料，加強學習態度的培育和評量等。

This study was intended to investigate the effectiveness of cooperative small group learning in biology classes at a medical university in terms of biological medical cognition, learning skills and learning attitudes. There were 237 students in the biology classes involved in 2 semesters of school year of 2000. The data collected included Small Group Learning Questionnaires, Questionnaires of Teaching Achievement, portfolios constructed by the subjects and 33 students interviewed by the author. The reliabilities (α) of Small Group Learning Questionnaires, Questionnaires of Teaching Achievement and the rating-lists of abstract, presentation and report in the portfolios were 0.84, 0.83 and 0.84, 0.91, 0.83, respectively. All the other data were encoded with the coding system developed by the author. The results are shown as follows: 1. 65.8% of the subjects regard their biological medical cognition was improved. They performed deep understanding, well at general concepts and relationships of the concepts of the particular biological themes chosen. The learning process induced cause-effect reasoning and cognitive valuing. However, their comprehension with the themes other than theirs was not as much. 2. In learning skills, the performance of task-work skills and group-work skills were far better than traditional didactic lectures of the large classes. At task-work skills, 63.7% of the subjects recognized improvement and 77.2% reckoned they performed well. At group-work skills, 69.2% of the students admitted improvement and 70.9% said they performed well. 3. In learning attitudes, 72.7% thought they had good group commitment. Nevertheless, there were 48.5% of the students who liked the activities and 43.8% took the attitude of active learning. Students enjoyed learning and group-work participation more than society’s attitude. However, the author found that the conduct of the study revealed some problems: 1. Students had limited cooperative learning experience in high school, insufficient background knowledge and incompetent English reading proficiency. 2. The different perspectives and knowledeges towards the themes affected the selection and reading of learning materials. 3. Insufficient manpower of the faculty members could not cover various topics selected by the students. 4. The school library was also unable to provide adequate resources. 5. Finally, students found they were trapped in several dilemmas, such as time consuming activities both demanded by school calendar and class syllabus and the inadequate place and instruments interfered with the implementation of teaching. Suggestions for future classes include that teachers increase the evaluation of cause-result reasoning, cognitive valuing, and the biological medical cognition toward their fellow students. Besides, teachers should encourage students to select proper internet learning materials and enhance good learning attitudes as well.

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