抄録
This study examined the implementation of a cooperative learning model for upper grade elementary students. The participants were 30 fifth-grade students and an elementary school teacher with 20 years of teaching experience. The target class was “Jump Bands,” a simplified version of the “Bamboo Dance” from the folk-dance unit of expressive activity. The unit was 10 periods in total. Questionnaires, interviews, and field notes were collected as data. During the implementation process, the teacher was aware of the advantages of the cooperative learning model from the first to the fifth period, although there was some anxiety at the time of introduction. Subsequently, from the sixth to the seventh period, the teacher was aware of difficulties such as a sense of stagnation and lack of perspective. However, from the eighth to the tenth period, the children’s learning situation was found to improve dramatically after adjustment of the plan. The implementation of the cooperative learning model was found to be smooth in some cases, depending on the compatibility of the students' actual conditions with the conditions of the task, while in other cases, stagnation tended to occur due to incompatibility between the difficulty level of the task or insufficient structuring of the task. Conversely, any stagnation that occurred in the implementation process was resolved by restructuring the task and re-explaining it to the students during the course of the unit, leading to a leap forward in the students' grasp of the task. It is suggested that coping with a sense of stagnation or difficulty is an important part of the implementation process of an effective cooperative learning model.
