本研究旨在探究行動競賽式合作學習法與個人行動式學習，在國小認識校園植物課程之學習成效與學習態度。研究對象為某國民小學六年級的兩個班級，一個班級為實驗組，採取行動競賽式合作學習法，另一個班級為控制組，採取個人行動式學習。研究工具為校園植物知識測驗、行動遊戲競賽式合作學習法問卷。研究結果顯示：一、當利用社交網路學習平台進行行動競賽式合作學習法時，其學習效果優於個人行動式學習。二、當利用社交網路學習平台進行行動競賽式合作學習法時，對於提升不同學習能力學生的學習效果不顯著。三、當利用社交網路學習平台進行行動競賽式合作學習法時，確實能提高學生的學習態度。四、當利用社交網路學習平台進行行動競賽式合作學習法時，學生確實認為進行合作學習活動是有趣的。

This study aimed to explore the mobile Teams-Games-Tournament cooperative learning method and individual mobile learning, in order to better understand the related learning outcomes and attitudes at an elementary school. The study subjects were two classes of sixth grade elementary school grade students. One class was the experimental group, which was exposed to the mobile Teams-Games-Tournament cooperative learning method, while the other class was the control group, which undertook individual mobile learning. The research tools included a quiz on plants found on campus, as well as questionnaire on Teams-Games-Tournament cooperative learning. The results of this research as follows: First, the class that was exposed to the mobile Teams-Games-Tournament cooperative learning method with the social networking platform had better learning outcomes than the class that engaged in individual mobile learning. Second, there is no significant difference for learning effects of students of different abilities between the experimental and control groups. Third, the mobile Teams-Games-Tournament cooperative learning method can significantly improve the students’ learning attitudes. Fourth, the students stated that the cooperative learning activities used with this approach were interesting.

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