本研究以合作學習方法中R. E. Slavin於1978年所提出之「學生小組成就區分法（STAD）」為主軸，並輔以R. E. Slavin於1985年所發展之「小組協力教學法（TAI）」為學生佈置一個「S-T合作學習」模式的情境，以探究高一學生在數學學習過程中學習動機，學習焦慮與情意之轉變與表現。研究的主要參與者為研究者本身及所任教的一班高一學生。 研究結果發現：「S-T合作學習」後學生在學習動機中「喜歡」、「投入」的部分達顯著性差異，而學習焦慮中「擔憂」、「厭惡」、「測試焦慮」與「總分」的項目亦均達顯著性差異。換言之，學生對數學的學習焦慮有下降的趨勢。整體而言「S-T合作學習」不僅能降低學生彼此個別競爭的習慣，養成小組間相互依賴、共同合作的精神，並促使學生學習到傳統課室中所無法學得的技巧，且學生對於此學習模式均給予正向的評價，期望日後能再透過此方式來學習數學。

This is action research. Therefore, the principal participants involved in the research are the author and one of the author's classes of senior high school freshmen. The research is conducted mainly by the cooperative learning approach of STAD by Slavin (1978) and partially by TAI developed by Slavin (1985) so that an S-T cooperative learning situation can be established for students. This way, their learning motives in the process of S-T cooperative learning, their learning anxiety, and their affective transformation and performance can be explored. The application mode of S-T cooperative learning and suggestions for subsequent research are presented based on the research results. By analyzing related documents and the data from classroom observation, after-class interviews and the questionnaire, the following can be found out: After S-T cooperative learning, there is prominent difference level between the posttest and pretest in the students' learning motives of “fondness” and “involvement.” As to “competence” and the “total score,” they do not reach prominent difference level. However, there is prominent difference level between the posttest and pretest in learning anxiety of “worry,” “antipathy,” “test anxiety,” and the “total score.” To put it differently, the students' learning anxiety is conspicuously reduced. As for “pressure ocnsciousness,” it does not reach prominent difference level. On the whole, S-T cooperative learning can reduce the students' individual competition with each other, promote mutual dependence and cooperation among groups, and enable the students to learn the skills that cannot be acquired in the traditional calssroom. Besides, the students also highly value the effects that influence their problem-solving ability, and they also expect to study mathematics in this way in the future.