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題名：認知的穩定感對兒童後設認知表現的影響
書刊名：國立臺北師範學院學報
作者：呂金燮 引用關係
作者(外文)：Lu, Chin-hsieh
出版日期：1999
卷期：12
頁次：頁55+57-88
主題關鍵詞：認知的穩定感；兒童；後設認知
原始連結：連回原系統網址new window
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　　　　　後設認知是學習潛能的指標也是智力表現的重要成份，影響後設認知表現的因素的探討，對了解後設認知的發展與其教學及評量設計的考量有其必要性。本研究乃從認知的穩定感的兩個主要要素：一為內在的自我認知穩定感，一為外在情境的認知穩定度，探討其對學前兒童後設認知表現的影響。三十位幼稚園大班的兒童，參與研究者設計的七個活動，這些活動依情境的認知穩定度，分為探索性、關係性、創造性、發洩性以及戲劇性五類。活動中兒童的表現與對話，由參與研究的師院學生及該校的老師及記錄與錄音錄影，記錄的資料依五個後設認知指標的關鍵詞編碼後計分：自我的用意覺察、反省性的調整、監控與檢討評估，以及後設經驗；而兒童的自我認知穩定性，則由一對一的訪談與小組的反思說錄中分析判斷其穩定性。研究結果有三個主要的發現：(一)學前的兒童在反省性的監控與調整上的表現顯著多於其他向度的後設認知指標；(二)情境的認知穩定度對學前兒童的後設認知表現有顯著的影響，認知穩定度屬中等的探索性活動中，兒童在用意察覺、推理假設、策略規劃與後設經驗的後設認知表現都最為豐富；(三)雖然自我認知穩定的兒童的後設認知表現都優於自我認知不穩定的兒童，但是並未達顯著差異。
　　　　　Metacognition is one of the important components of intelligence and one important training domain of children. For a better understanding of the development of metacognition and better design for metacognitive training program, the factors which influence metacognitive development have to be investigated. This study have investigated the effect of two cognitive stable factors: self-concept and stability of context on preschoolers' metacognitive performance. Thirty preschoolers participated in this study. They went through seven activities with different degree of cognitive stability. Their performances and conversations were recorded by students from teachers college and their preschool teachers. Their metacognitive level were evaluated based on five metacognitive indicators: metacognitive awareness, predicting and hypothesis, strategy and planning, evaluation and examination, and metaexperience. Children's self-concept was defined based on their responses on one-by-one interview. The results of this study revealed three findings:(1)For preschoolers, their self-regulating performance was significantly better than other indicators of metacogniton. (2)A significant effect of congnitive stabiltiy of situation factor on children's metacognitive performance was found. Children's metacognitive performances were the most proximate when the stability of context were moderate. (3)The stability of self-concept had no significant effect on children's metacognitive performance.
期刊論文
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圖書
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圖書論文
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5.Borkowski, J. G.、Peck, V. A.(1986)。Causes and consequences of metamemory in gifted children。Conceptions of giftedness。Cambridge Press。  new window
6.Flavell, J. H.(1978)。Metacognitive development。Structural/Process models of complex human behavior。Sijthoff & Noordhoff。  new window
7.Bandura, A.(1982)。The self and mechanisms of agency。Psychological perspectives on the self。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
8.Brown, A. L.(1978)。Knowing when, where, and how to remember: A problem of metacognition。Advances in instructional psychology。Lawrence Erlbaum Associates。  new window
9.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
10.Flavell, J. H.(1987)。Speculations about the nature and development of metacognition。Metacognition, Motivation, and Understanding。Lawrence Erlbaum。  new window
11.Lawson, M. J.(1984)。Being executive about metacognition。Cognitive strategies and educational performance。Orlando, FL：Academic Press。  new window
 
 
 
 
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