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題名:國小六年級學生自然與生活科技領域自主學習方案之建構及成效研究
作者:林堂馨
作者(外文):Tang-Hsin Lin
校院名稱:國立中正大學
系所名稱:教育學研究所
指導教授:蔡清田
學位類別:博士
出版日期:2019
主題關鍵詞:自主學習自主學習方案自主學習週記自然與生活科技領域self-regulated learningself-regulated learning curriculum programsnatural and life science and technology
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本研究旨在建構國小六年級學生自然與生活科技領域自主學習方案,並評析此方案的成效。分為「建構方案」、「評析成效」兩階段,前者採用文獻分析、深度訪談及德懷術來建構方案,後者採取「不等組前後測設計」的準實驗研究法、自主學習週記及深度訪談來評析方案成效。
以創建「四階九步的彈性自主學習模式」為基礎,來建構自主學習方案。方案具有建構採用綜合補強的嘗試模式,建構符合自主學習理論五向度,設計周延含括正式、活動及潛在課程,構建以情境模式為主的課程模式重構師生角色,突破個人學習由我好進而你好、他好與共好,以及構建方案歷程嚴謹符合Zimmerman觀點等六個特色。
實驗結果、師生家長訪談均顯示:學生接受自主學習的方案實驗後,學習動機、自主共好等自主領域具顯著成長,學習策略則無顯著差異;實驗結果、師生家長的共同發現為自我效能、學習價值感、共好改善等三項自主行為具顯著成長,其餘六項自主行為的發現則有所差異。實驗組學生經方案實驗處理後,其在自然與生活科技領域的期末評量成績未顯著優於對照組,但師生家長均反應其能實踐自主學習。實驗組學生在九次自主學習週記的表現,顯示方案能增進其在自主學習四階段的能力顯著成長。
The primary purpose of this study is to construct a self-regulated learning curriculum program in the field of nature and life science and technology for students in the sixth grade of primary school and to evaluate the effectiveness of this self-regulated learning curriculum program. This research can be divided into two stages: construction plan and evaluation effect. The former uses literature analysis, in-depth interview, and Delphi technique to construct the learning plan, while the latter uses a quasi-experimental design research method of "nonequivalent pretest-posttest design" writing self-regulated learning weekly record and in-depth interview to evaluate the effectiveness of the learning plan.
Based on the establishment of a "four-step and the nine-step flexible, self-regulated learning model," the project of self-regulated learning is constructed, and experimental research is carried out. The results of the experiment, as well as the interviews with teachers, students and parents show that: after the students receive the operation of self-regulated learning program, the self-regulated learning areas such as learning motivation and self-regulated-gung-ho(shared, seeking the common good) show significant growth, while the learning strategies have no significant difference; at the same time, the collective findings are: three self-regulated behaviors such as self-efficacy, learning value sense and common good improvement show significant growth, while the other six autonomous actions were not consistent. After the students received the study plan experiment, their final evaluation scores in the field of nature and life science and technology were not significantly better than those in the control group, but the teachers, students, and parents all reflected that students could practice self-regulated learning. The performance of students in the experimental group in nine self-regulated learning weeks shows that the learning program can improve students' ability in the four stages of self-regulated learning significantly.
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