This action research was attempted to explore the effects of the cooperative learning approach, Student Teams Achievement Division (STAD), on foreign students who were in a supplementary class have improvement on learning Chinese characters. This study also reported how the researcher tackled the teaching problems during the research. This is an action research, which is to improve the teaching effectiveness on learning the Chinese characters among the foreign students. Data collection methods included—observation, questionnaire, interview, portfolio and review essay. The subjects of this study are twelve 2nd graders from a primary school. There were two stages of action research conducted during the process and that indicated three major findings as follow： 1. The STAD could strengthen the ability of the foreign students to learn the Chinese characters. 2. The STAD had the positive influence on teaching and learning. 3. In the action research, the researcher continuousluy reviews and refines the quality of the teaching skills. This helps the researcher implement the teaching ideology into practice.

本研究旨在探究在小學二年級的語文輔導課中，實施學生小組成就區分法 （STAD）合作學習教學策略，對外籍學生認讀中文字的影響，以及研究老師在進 行合作學習時所遇到的問題。本研究採用行動研究法，藉以改善研究老師的教學效 能，從而提高外籍學生認讀中文字的能力，並在研究過程中進行資料的蒐集，包括： 觀察記錄、問卷、訪談、學生學習資料及反省日誌等，進行資料分析。研究老師以 澳門某小學階段二年級的 12 位外籍學生為觀察對象，進行約四個月共兩個階段之 合作學習教學。並將研究結果歸納如下： 一、STAD 之合作學習教學策略能加強學生在認讀中文字的能力。 二、STAD 之合作學習教學策略對師生的教與學有正面的影響。 三、在行動研究過程中，老師不斷地省思，改進教學品質，有助研究老師將教 學理念落實於教學當中。