本研究的主要目的為報導一位高中化教師如何利用行動研究，輔以學生的意見，進行化學科合作學習的教學。研究對象為中部地區第一志願的女中，研究進行時間為一學年高二的化學課程。資料收集的方式包含問卷、教室觀察筆記、學生學習心得與意見、研究者的教學心得與教案等資料。研究結果指出：高成就高中女生在進行合作學習時關切的重點是在實力的提升，而非外在表面的和諧度或是型式上的讚美；教師需具修多樣化的教學策略與靈活的進行方式且學生必須?於課前進行個人知識的建構方能提升學生參與小組討論；利用多元化的教學策略實施合作學習，能提升學生思考方向廣博多樣並能激發常生深入探究之意願；長期實施合作學習能改變學生的學習習慣，由個人化的學習轉變為小組討論與分享的學習。目前，教師能在課室中進行解放式行動研究並持續改進課室教學。高中高成就女學生確實能提供最佳的方案，參與師生共同解決問題與改進教學的活動。

　　　　　The purposes of this study were to report how one senior high school chemistry teacher applied action research, using students' suggestions in modifying her cooperative learning strategies and assessments of students'. Subjects studied were from the best senior girls' high school located in the middle Taiwan. The study was been conducted for one year when students were taking 10th grader chemistry class. Data collection included questionnaire, classroom observation journals, students' reports and weekly journals, teaching logs and lesson plans. The findings indicate that, for a group of high ability senior girls, the students did not care about the forms of groups work, they cared more about what they can learn from discussion with their classmates. The teacher needed to capture the spirit of cooperative learning by applying various teaching strategies and being flexible in using these teaching strategies in the class. The students had to learn individually before they could participate in the social construction of knowledge as a class. Students' learning improved in terms of breath and depth and they changed their learning approach from being an individual learner to group discussion and group sharing learning. Finally, the study did confirm that teachers can conduct emancipatory action research in class, and students can provide a substantive ideas in help teachers solve instructional problems.