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題名:自我調整學習融入讀寫整合教學之研究
作者:許雅惠
作者(外文):Hsu, Yahui
校院名稱:國立臺中教育大學
系所名稱:語文教育學系碩博士班
指導教授:楊淑華
學位類別:博士
出版日期:2012
主題關鍵詞:自我調整學習讀寫整合教學自我調整策略發展寫作教學寫作表現寫作自我效能self- regulated learningintegrated teaching of reading and writing programself-regulated strategic development (SRSD)writing performancewriting self-efficacy
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本研究的目的有三:首先是探究自我調整學習融於讀寫整合教學之理論基礎,其次是透過實徵研究了解學習者於讀寫整合學習活動中之自我調整情形,並進行結果討論與分析以了解實際成效為何;最後則依據討論結果,提出適合國內實施之自我調整學習取向之教學建議與實施策略。
為達上述目的,研究者歸結自我調整學習論述之重點,並以自我調整策略發展寫作教學模式作為讀寫整合教學架構之基礎,發展教學方案並進行實徵研究;實徵研究主要採用質性研究設計,以國小六年級學生為研究對象,進行為期十六週之教學,除以質性描述討論學生學習情形與寫作表現,並兼採量化資料作為評估學生寫作成效變化之依據。
實徵研究結果顯示:本讀寫整合教學有助於學習者之寫作表現,但在寫作自我效能上則無顯著影響;學習過程中,學習者會透過自我調整學習機制進行學習;不同能力之寫作者在目標設定、策略選擇、自我監控、自我效能與歸因等子歷程並有所差別;此外,教師以學生成為學習主體,注意個別差異,引導學生發展各項自我調整學習子歷程,並透過省思以及師生互動結果調整教學策略,將有助於學生寫作之成效。
依據上述研究結果,本研究進一步提出適於國內讀寫整合教學之教學架構與教學策略,並據結論提出建議,作為教學與後續研究之參考。
The purposes of this study were to (a) examine the theoretical foundation of the incorporation of self-regulated learning with integrated reading and writing instruction, (b) investigate how the integration of reading and writing instruction affect the students’ performance by empirical research, and (c) present some suggestions and implementation strategies for integrated reading and writing pedagogy with self-regulated learning orientation.
To attain the goals mentioned above, the study first summarized the main points of self-regulated learning theory. Second, it established an integrated reading and writing teaching framework based on self-regulated strategies to develop a writing teaching module and further established a teaching project for empirical research. The empirical research, applying majorly qualitative approach, included a group of participants of sixth graders being instructed for sixteen weeks. In addition to qualitative description of the students’ learning condition, the study also adopted quantitative data to evaluate the improvement of the students’ writing performance.
The results show that integrated program is helpful in improving learners’ writing performance whereas there is no significant influence on their self-efficacy on writing. Throughout the learning process, the learners handled their learning with self-regulated mechanism. Learners with various writing competence differed in terms of goal-setting, strategy-selecting, self-monitoring, self-efficacy and attribution. In addition, several effective teaching approaches were further concluded. First, students should be the center of learning and to be guided through the process based on their individual differences. Third, teachers should modify their teaching strategies through self-reflection and teacher-student interaction to enhance students’ writing competence.
Based on the findings, the study further proposes a teaching framework and strategies appropriate for integrated reading and composition instruction in Taiwan. According to the conclusions, several suggestions are also presented for reference of teaching pedagogy and future research.
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