本研究目的為：瞭解運用合作學習及實作經驗在兒童遊戲治療及兒童發展與輔導課程，對大學生學習成效之研究。研究對象為大學生，採行動研究法設計行動方案及收集資料，用同理成份量表及學習動機量表，共收集有效問卷含前後測18 及21 份，個人作業18 份及團體心得作業8 份。量性研究資料使用描述性統計分析及相依樣本t檢定，質性資料使用內容分析。研究結果發現：運用合作學習及社區實作在兒童遊戲治療課程時，其同理成份量表之總分及認知驅力（cognitive drive），後測較前測顯著增加（t = 2.56；p = .02；t = 7.44；p = .00）。在兒童輔導與發展課程顯示：大學生的學習動機及同理能力之前後測無顯著差異（t = 1.30；p = .21；t = 2.06；p = .05）。質性資料顯示：合作學習促進學業投入、增加同理兒童的認知及情感能力；社區實作促進覺察、理解與反映兒童內在能力及學習動機。結論：合作學習及社區實作可增加學生學習動機及同理能力。研究並根據研究結果修改課程行動方案，建議增加合作學習活動及密集督導實作過程。

The purpose of this study was to explore the learning effects of two courses (children play therapy and children development and guidance, respectively) by using cooperative learning and community practice. The research participants were college students. The research was action research. The Learning Motivation Scale (LMS) and Empathy Components Questionnaire (ECQ) were collected with 18 and 21 copies, including pre-test and post-test. Moreover, 18 personal assignments and eight texts of group reflection assignments were collected from students. The quantitative data were analyzed by descriptive method and paired t-test. The qualitative data were analyzed through content analysis. The results were as follows: The ECQ score and the subscale score of cognitive drive in the pre-test and post-test significantly differed ( t = 2.56; p = .02; t = 7.44; p = .00) in the children play therapy course. By contrast, the children development and guidance course using cooperative learning and community practice indicated that LMC and ECQ score in the pre-test and post-test had no significant difference ( t = 1.30; p = .21; t = 2.06; p = .05). From the quality analysis, cooperative learning could improve the college students’ schoolwork involvement and prompt their cognitive and emotional empathy toward children; community practice could improve their awareness, understanding, reflection, and learning motivation abilities toward children. Conclusion: cooperative learning and community practice could increase the learning motivation and ability of empathy. Finally, the action project has been revised on the basis of the research results, suggesting that the cooperative learning-related activities and the intensive supervision sessions in practice duration be added accordingly.