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題名：大學教學的創新模式--「行動－反思」教學對大學生學習成就、批判思考意向及學業情緒影響之研究
書刊名：課程與教學
作者：徐綺穗 引用關係
作者(外文)：Hsu, Chi-sui
出版日期：2012
卷期：15:1
頁次：頁119-149
主題關鍵詞：大學教學；行動－反思教學；行動學習；批判思考意向；學業情緒；College teaching；Action-reflection teaching；Action learning；Critical thinking disposition；Academic emotions
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(26) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:25
  • 共同引用共同引用:119
  • 點閱點閱:148
本研究在於探討「行動－反思」教學模式（徐綺穗，2007）對大學生學習成尌、批判思考意向及學業情緒的影響。採取凖實驗研究設計，以兩班修習「兒童發展」課程的85名大學生做為實驗教學對象。歸納研究結果如下：一、接受「行動－反思」教學學生之期末學習成就顯著優於接受講述教學學生。學生能建構概念與概念之間的關係，將所學與舊經驗統整。二、接受「行動－反思」教學學生其批判意向顯著優於接受講述教學的學生。學生傾向援引證據來論述觀點、提出質疑並持續尋求真相。三、接受「行動－反思」教學學生其「高興」、「希望」情緒顯著優於講述教學學生，「無聊」情緒則較低。學生的學習行動，引發其正向的學業情緒，過程先歷經焦慮、挫折，再轉變成正向情緒。
The promotion of innovations in higher education through the improvement of the quality of instruction is recognized as a core method. According to research, action learning sets have been a recognized mechanism for ensuring deep and effective learning. The purpose of the research is to assess the effects of "action-reflection" teaching model on students' achievement, critical thinking disposition and academic emotions. A quasi-experimental design was employed in this study. The participants of the experimental group accepted the "Action-Reflection" Teaching, while the lecture instruction was implemented for the control group. Results showed that the subjects in the experimental group had higher achievement than the control group in the final examination. They also performed the constructions of relationship between concepts they had learned and the integration of subject content knowledge with what they had already known. A significant difference was found between two groups for critical thinking dispositions, and academic emotions. The students in the experimental group exhibited analyticity, truth-seeking, had more enjoyment, hope emotion during their learning process than did students in the control group.
期刊論文
1.Bath, D.、Smith, C.、Stein, S.、Swann, R.(2004)。Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum。Higher Education Research and Development，23(3)，313-328。  new window
2.Chung, J. C. C.、Chow, S. M. K.(2004)。Promoting Student Learning through a Student-centred Problem-based Learning Subject Curriculum。Innovations in Education and Teaching International，41(2)，154-168。  new window
3.Lizzio, A.、Wilson, K.(2004)。Action Learning in Higher Education: An Investigation of Its Potential to Develop Professional Capability。Studies in Higher Education，29(4)，470-488。  new window
4.徐綺穗(20071000)。行動學習理論及其在大學教學的應用--建構「行動-反思」教學模式。課程與教學，10(4)，49-62。new window  延伸查詢new window
5.Burbach, M. E.、Matkin, G. S.、Fritz, S. M.(2004)。Teaching critical thinking in an introductory leadership course utilizing active learning strategies: A confirmatory study。ProQuest Education Journal，38(3)，482-493。  new window
6.Nummenmaa, M.、Nummenmaa, L.(2008)。University students' emotions, interest and activities in a web-based learning environment。British Journal of Educational Psychology，78(1)，163-178。  new window
7.蘇明勇(20031200)。批判思考之思考批判：科學教育中的批判思考教學與評量。科學教育研究與發展季刊，2003專刊，88-119。  延伸查詢new window
8.MacIntyre, Peter D.、Gardner, R. C.(1991)。Investigating language class anxiety using the focused essay technique。The Modern Language Journal，75(3)，296-304。  new window
9.Cherubini, Lorenzo(2009)。Exploring prospective teachers' critical thinking: Case-based pedagogy and the standards of professional practice。Teaching and Teacher Education，25(2)，228-234。  new window
10.Frenzel, Anne C.、Pekrun, Reinhard、Goetz, Thomas(2007)。Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms。Learning and Instruction，17(5)，478-493。  new window
11.吳明隆、蘇耕役(19951200)。國民小學學生控制信念、重要他人態度知覺與數學焦慮、數學態度及數學成就關係之研究。初等教育學刊，4，181-210。new window  延伸查詢new window
12.余民寧(20061200)。影響學習成就因素的探討。教育資料與研究，73，11-23。new window  延伸查詢new window
13.黃德祥(19900300)。國中與國小學生數學焦慮與數學態度之分析研究。輔導學報，13，1-52。new window  延伸查詢new window
14.Pekrun, Reinhard(2006)。The Control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice。Educational Psychology Review，18(4)，315-341。  new window
15.Pekrun, Reinhard、Goetz, Thomas、Titz, Wolfram、Perry, Raymond P.(2002)。Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research。Educational Psychologist，37(2)，91-105。  new window
16.侯鳳雄、姚卓元(2005)。透過行動學習以整合美國大學博士課程中本國學生與國際學生解決全球問題經驗之研究。東南學報，29，213-221。  延伸查詢new window
17.Bourner, T.、Cooper, A.、France, L.(2000)。Action Learning across a University Community。Innovations in Education and Training International，37(1)，2-9。  new window
18.張秀雄(1995)。批判思考教學在公民教育的角色。公民訓育學報，4，75-108。new window  延伸查詢new window
19.葉玉珠、吳靜吉(1992)。性別、年籍、城鄉別、場地獨立及動機與批判思考之相關研究。國立政治大學學報，65，35-62。  延伸查詢new window
20.Court, D.(1991)。Teaching critical thinking: What do we know?。Social Studies，82(3)，115-119。  new window
21.Guba, E. G.(1981)。Criteria for assessing the trust-worthiness of naturalistic inquiries。Educational Communication and Technology，29(2)，75-91。  new window
22.Goetz, T.、Pekrun, R.、Hall, N.、Haag, L.(200606)。Academic emotions form a social-cognitive perspective: Antecedents and domain specificity of students’ affect in the context of Latin instruction。Journal of Educational Psychology，76(2)，289-308。  new window
23.Justice, C.、Rice, J.、Warry, W.、Inglis, S.、Miller, S.、Sammon, S.(2007)。Inquiry in Hitgher Education:Reflections and Directions on Course Design and Teaching Methods。Innovative Higher Education，31(4)，201-214。  new window
24.Johnson, C.、Spicer, D. P.(2006)。A case study of action learning in an MBA program。Education and Training，48(1)，39-54。  new window
25.Lewis, R.、Teals, W. H.(1980)。An other look at secondary school students’ attitudes toward reading。Journal of Reading Behavior，12(Fall)，187-201。  new window
26.Lizzio, A.、Wilson, K.(2007)。Developing critical professional judgement: the efficacy of a self-managed reflective process。Studies in Continuing Education，29(3)，277-293。  new window
27.Perry, R. P.、Hladkyj, S.、Pekrun, R. H.、Clifton, R. A.、Chipperfield, J. G.(2005)。Perceived Academic Control and Failure in College Students: A Three-Year Study of Scholastic Attainmen。Research in Higher Education，46(5)，535-569。  new window
28.Riesenmy, M. R.、Mitchell, S.、Hudgins, B. B.、Ebel, D.(1991)。Retention and transfer of children’s self-directed critical thinking skills。Journal of Educational Research，85(1)，14-25。  new window
29.Williams, J. E.(199604)。Gender-related worry and emotionality test anxiety for high-achieving student。Psychology in the Schools，33(2)，159-162。  new window
30.Zhang, H.、Lambert, L.(200809)。Critical thinking dispositions and learning styles of baccalaureate nursing students from China。Nursing and Health Sciences，10(3)，175-181。  new window
學位論文
1.楊淑民(2006)。大學生生活經驗與批判思考之相關研究(碩士論文)。國立中山大學。  延伸查詢new window
2.黃麗蓉(2002)。資訊科技融入國中歷史批判思考教學方案之探究(碩士論文)。國立中山大學。  延伸查詢new window
3.李俊青(2007)。學業情緒歷程模式之分析(碩士論文)。國立成功大學。  延伸查詢new window
4.Jacob, B.(1996)。Achievement emotions in students' achievement in school students(碩士論文)。University of Regensburg。  new window
5.文永沁(2007)。低成就學生的情緒調節對學業情緒與偏差行為的影響(碩士論文)。國立政治大學。  延伸查詢new window
6.許修晟(2002)。批判思考融入國小四年級自然科教學之行動研究(碩士論文)。國立花蓮師範學院。  延伸查詢new window
7.郭麗珠(2002)。國小社會科實施批判思考教學之實驗研究(碩士論文)。國立台北師範學院。  延伸查詢new window
8.林宜慧(2007)。臺南地區國－學生參加校外數學補對其學習的影響(碩士論文)。國立高雄師範大學。  延伸查詢new window
9.黃貴祥(1988)。學習目標、學習技巧、自我概念與學習成尌之相關研究(碩士論文)。國立政治大學。  延伸查詢new window
10.鄭衣婷(2006)。國中升學業情緒與學業成尌之相關研究(碩士論文)。國立成功大學。  延伸查詢new window
圖書
1.McGill, I.、Brockbank, A.(2004)。The action learning handbook。London：Rouledge Falmer。  new window
2.McGill, I.、Beaty, L.(1995)。Action learning: A guide for professional, managerial and educational development。London：Kogan Page。  new window
3.Hergenhahn, B. R.、王文科、王智弘(1991)。學習心理學--學習理論導論。臺北：五南出版社。  延伸查詢new window
4.Facione, P. A.、Facione, N. C.(1992)。The California critical thinking disposition inventory。The California Academic Press。  new window
5.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
6.Norris, S. P.、Ennis, R. H.(1989)。Evaluation critical thinking。Calif：Midwest Publications。  new window
7.Mager, R. F.(1962)。Preparing instructional objectives。Fearson。  new window
8.Gagné, Robert Mills(1985)。The Conditions of Learning and Theory of Instruction。Holt, Rinehart & Winston, Inc.。  new window
9.張春興(1992)。張氏心理學辭典。台北：東華書局。  延伸查詢new window
10.張玉成(1993)。思考技巧與教學。臺北：心理。  延伸查詢new window
11.張春興(1996)。教育心理學：三化取向的理論與實踐。東華書局。  延伸查詢new window
12.Bower, G. H.、Hilgard, E. R.(1981)。Theories of Learning。NJ：Prentice-Hall。  new window
13.Gish, G. L.(1979)。The learning cycle。Washington, DC：ACTION, U.S. Government Printing Office。  new window
14.Paul, R.(1990)。Critical thinking in North America。Critical thinking。CA：Sonoma State University。  new window
15.Pekrun, R.(1988)。Emotion, motivation and personality。Munich/ Weinheim：Psychology Verlags Union。  new window
圖書論文
1.Ennis, R. H.(1987)。A taxonomy of critical thinking disposition and abilities。Teaching thinking skills: Theory and practice。New York：Freemen。  new window
2.Pekrun, R.(2000)。A social-cognitive, control-value theory of achievement emotion。Motivational Psychology of Human Development。Oxford：Elsevier。  new window
 
 
 
 
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