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題名:提升課業任務價值之課業學習諮商的當事人任務分析--以高中學生學習英文科為例
作者:羅幼瓊 引用關係
作者(外文):YU-CHIUNG LOU
校院名稱:國立彰化師範大學
系所名稱:輔導與諮商學系所
指導教授:林清文
學位類別:博士
出版日期:2005
主題關鍵詞:課業任務價值課業學習諮商任務分析task valuelearning counselingtask analysis
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(4) 專書(0) 專書論文(0)
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  • 點閱點閱:32
本研究目的為期望透過諮商,協助低課業價值觀導致低成就的學生,得以因課業價值提升,而停止課業學習動機低落或學業失敗的循環;其次,以任務分析方式了解當事人經歷何種歷程與任務,達到課業任務價值之改變;最後,建構課業任務價值取向的初步課業學習諮商模式。
共有13名高中英文課業任務價值低落者參與本研究,其中男生四名,女生九名;公立高中學生十名,私立高中學生三名;其中有十名表現終點行為,三名未表現終點行為。資料分析方法先以開放性編碼形成編碼架構,再以編碼架構進行編碼,最後以編碼結果撰寫資料分析與報告。
當事人之起點行為課業任務價值低落,此可表現在初次晤談時有課業任務價值低落與學習動力低落的口語陳述;其次,在填寫報名表時,對課業低成就有課業價值低落的文字陳述;以及在「課業任務價值檢核表」中勾選低課業價值的題數超過八題。
諮商前期的議題為無助感、對改變的承諾、歸因的鬆動與促進覺察。諮商員可給予同理與接納,使當事人的無助感得到緩解。諮商師可引導當事人談論對諮商期望所願付出之代價,以獲得當事人的承諾。協助當事人將成就不足由外在歸因改變為內在不穩定歸因,而鬆動其歸因。最後,促進當事人覺察其課業價值對其課業成就的影響,協助當事人察覺自己低價值與低動力之關聯,進而低練習、以致低成就的影響。
諮商中期的議題與處理首先為協助當事人探索其成功經驗,而產生重新處理課業的動力。利用當事人對家庭作業之抗拒與遲滯作為討論之媒材,諮商員在諮商中提供指導,當事人可進行各項學習策略之自我調整,解決學習困難與問題,而提高自我效能。至此,當事人對於課業任務的代價評估降低,整體的課業任務價值獲得提升。
諮商後期的議題與處理為當事人提到未來生涯願景,而重新評估英文課業的重要性與效用性,認為這兩者已經逐漸提高;此時,當事人在課業任務價值提高之後,較可知覺情境樂趣,其興趣價值已提升。
當事人終點行為之辨識為課業任務價值提升,學習動力提高,以及能採取自發而主動之學習行為。
以提升課業價值為導向之課業學習諮商模式分為六個階段,第一階段目標為建立關係與了解問題;第二階段目標為增加覺察,提升動機;第三階段為工作階段一,經由探索成功經驗,產生重新處理課業之動力;第四階段為工作階段二,目標為發展自我調整策略,使自我效能提升;第五階段為協助當事人重新再歸因,修正負向情緒記憶;最後第六階段為結束階段,當事人表現各項終點行為,可結束諮商。
關鍵字:課業任務價值、任務分析、學習諮商、諮商模式
The purposes of this research were counseling high school students who were low in English achievement task value to raise their task value; using task analysis to understand what kinds of elements that clients went through to complete the task; constructing an achievement task value oriented learning counseling model.
There were 13 high school students who were low in English achievement task value participating in this research. 10 out of 13 performed final behavior, and 3 didn’t perform final behavior.
Data analysis was using open coding to construct a coding system. Then, use coding system to code the counseling transcripts. Finally, use coding results to write research report.
The beginning behavior of the clients in this research was low achievement task value. It was expressed orally in the first counseling session. Low achievement task value behavior might also be found in an “Achievement task value inventory” that students completed when they first joined the research.
The issues of beginning counseling stage were feelings of helpless, commitment toward change, re-attribution of school failure, and insight promotion. Counselors could empathy and accept clients’ feelings of helpless and help reducing the negative feelings of helpless. Counselors could ask what kinds of difficulties that the clients would be willing to go through to get their commitment toward change. Help clients to change outside attribution to inside attrition, so they could re-attribute school failure. Finally, promote clients’ insights to help them understand the influence of their low achievement value to learning motivation.
The issues of middle counseling stage were helping clients exploring their successful experience to have energy and willingness to deal with their school achievement task. Use clients’ resistance and slow moving as a subject discussing possible difficulties and solving methods. In this discussing process, counselors could provide guidance and direction and clients developed self-regulation strategies. Clients could solve their learning difficulties and have better self-efficacy. Because of this better self-efficacy, they believed their cost of doing good in English was not so high. Then, their achievement task value is raised.
The issues of final stage were that clients would declare their future career or life goals. Clients might reevaluate the importance and utilities of English task value. They believed the importance and utilities value were raised. Because their achievement value was raised, they could sense the situational interests of the task, so their interest value was raised.
The final behaviors of this research were higher achievement task value, higher learning motivation, and self-directed learning behaviors.
Therefore, the learning counseling model based on achievement task value included six phases. The goal of the first phase was to establish relationship and understand problems. The goal of the second phase was to increase insight and raise learning enthusiasm. The goal of the third phase was to explore successful experience and produce learning motivation. The goal of the fourth phase was to develop self-regulation strategies in order to raise self-efficacy. The goal of the fifth phase was to reattribute learning difficulties and revise negative learning memories. The goal of sixth phase was that clients performed various final behaviors.
Key words: achievement task value, task analysis, learning counseling, counseling model
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