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題名：大學生課堂筆記策略教學方案之成效
書刊名：教育研究集刊
作者：陳品華 引用關係
作者(外文)：Chen, Pin-hwa
出版日期：2013
卷期：59:1
頁次：頁73-112
主題關鍵詞：課堂筆記策略；做筆記教學；融入式策略教學；Lecture note-taking；Note-taking instruction；Integrated strategy instruction
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(5) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:65
  • 點閱點閱:56
本研究旨在設計一個融入式課堂筆記策略教學方案，並透過實驗了解方案的成效。實驗採用不等組前測—後測—追蹤後測設計，對象為某大學修習普通心理學的三班學生91人，隨機分派三班為策略教學組、要求做筆記組和控制組，實驗中策略教學組接受本方案，要求做筆記組被要求自行做筆記，控制組未接受策略介入。實驗前後測量三組學生的自我調整學習和學習表現，並蒐集其課堂筆記；實驗後請策略教學組學生填寫教學回饋問卷。資料分析採用共變數分析及次數百分比分析，結果發現：一、策略教學組與要求做筆記組在筆記數量和品質的追蹤後測上優於控制組，且策略教學組的筆記品質優於要求做筆記組。二、策略教學組在能力信念的後測及追蹤後測上均優於要求做筆記組與控制組，而策略教學組與要求做筆記組在認知策略的後測及追蹤後測上均優於控制組。三、策略教學組在學習表現的後測上優於要求做筆記組與控制組，且在追蹤後測上優於控制組。四、接受本方案的學生對課堂筆記策略與教學抱持正向的看法。
The purpose of this study was to examine the effectiveness of an integrated lecture note-taking intervention program. This study adopted a quasi-experimental design with a pretest, posttest, and retention-posttest. Ninety-one undergraduates from three psychology classes were recruited as participants. Each class was randomly assigned to one of three groups: a note-taking instruction group, a note-taking only group, and a control group. During the experiment, students in the note-taking instruction group received the intervention program. Meanwhile, students in the note-taking only group were asked to take lecture notes. Students in the control group received no treatment. Before and after the experiment, students' lecture notes were collected and their selfregulated learning and learning performance were measured. Additionally, students in the note-taking instruction group filled in the Teaching Feedback Questionnaire after the experiment. Analysis of covariance and frequencies were conducted. The results showed that: (1) the note-taking instruction group and the note-taking only group did better than the control group on the note quantity and quality retention-posttest, and the note-taking instruction group did better than the note-taking only group on note quality; (2) the note-taking instruction group did better than the note-taking only group and the control group on the ability belief posttest and retention-posttest, and the note-taking instruction group and the note-taking only group did better than the control group on the cognitive strategy posttest and retention-posttest; (3) the note-taking instruction group and the note-taking only group did better than the control group on the learning performance posttest, and the note-taking instruction group did better than the control group on the learning performance retention-posttest; (4) students who received the intervention program had a positive attitude toward lecture note-taking and strategy instruction.
期刊論文
1.Sutherland, P.,、Badger, R.,、White, G.(2002)。How new students take notes at lectures。Journal of Further and Higher Education，26(4)，377-388。  new window
2.Stahl, N. A.,、King, J. R.,、Henk, W. A.(1991)。Enhancing students' notetaking through training and evaluation。Journal of Reading，34，614-622。  new window
3.Robin, A.,、Foxx, R. M.,、Martello, I.,、Archable, C.(1977)。Teaching note-taking skills to underachieving college students。The Journal of Educational Research，71，81-85。  new window
4.Peverly, S. T.,、Ramaswamy, V.,、Brown, C.,、Sumowski. J.,、Alidoost, M.,、Garner, I.(2007)。What predicts skill in lecture note taking。Journal of Educational Psychology，99(1)，167-180。  new window
5.Peper, R. J.、Mayer, R. E.(1986)。Generative effects of note-taking during science lectures。Journal of Educational Psychology，78(1)，34-38。  new window
6.Palmatier, R. A.,、Bennett, J. M.(1974)。Notetaking habits of college students。Journal of Reading，18，215-218。  new window
7.Morgan, C. H.,、Lilley, J. D.,、Bareham, N. C.(1988)。Learning from lectures: The effect of varying the detail in lecture handouts on note-taking and recall。Applied Cognitive Psychology，2，115-122。  new window
8.McDonald, R. J.,、Taylor, E. G.(1980)。Student note-taking and lecture handouts in veterinary medical education。Journal of Veterinary Medical Education，7，157-161。  new window
9.Kobayashi, K.(2005)。What limits the encoding effect of note-taking? A meta-analytic examination。Contemporary Educational Psychology，30，242-262。  new window
10.Isaacs, G.(1994)。Lecturing practices and note-taking purposes, Studies in Higher。Education，19(2)，203-216。  new window
11.Henk, W. A.、Stahl, N. A.(1985)。A meta-analysis of the effect of notetaking on learning from lectures。National Reading Conference Yearbook，34，70-75。  new window
12.Eisner, S.,、Rohde, K.(1959)。Note taking during or after the lecture。Journal of Educational Psychology，50，301-304。  new window
13.Einstein, G. O.、Morris, J.、Smith, S.(1985)。Note-taking, individual differences, and memory for lecture information。Journal of Educational Psychology，77(5)，522-532。  new window
14.Dyson, B. J.(2008)。Assessing small-scale interventions in large-scale teaching, Active Learning in。Higher Education，9(3)，265-282。  new window
15.Di Vesta, F. J.、Gray, G. S.(1973)。Listening and note taking II: Immediate and delayed recall as functions of variations in thematic continuity, note taking, and length of listening-review intervals。Journal of Educational Psychology，64，278-287。  new window
16.Di Vesta, F. J.、Gray, G. S.(1972)。Listening and note-taking。Journal of Educational Psychology，63(1)，8-14。  new window
17.Crawford, C. C.(1925)。Some experimental studies of the results of college note-taking。Journal of Educational Research，12，379-386。  new window
18.Collingwood, V.,、Hughes, D. C.(1978)。Effects of three types of university lecture notes on student achievement。Journal of Educational Psychology，70，175-179。  new window
19.Castelló, M.、Monereo, C.(2005)。Students' note-taking as a knowledge-construction tool。L1-Educational Studies in Language and Literature，5(3)，265-285。  new window
20.Bretzing, B. H.,、Kulhavy, R. W.(1981)。Note-taking and passage style。Journal of Educational Psychology，73(2)，242-250。  new window
21.Bonner, J. M.、Holliday, W. G.(2006)。How college science students engage in note-taking strategies。Journal of Research in Science Teaching，43(8)，786-818。  new window
22.Baker, L.,、Lomhardi , B. R.(1985)。Students' lecture notes and their relation to test performance。Teaching of Psychology，12，28-32。  new window
23.Austin, J. L.,、Lee, M. ,、Carr, J. P.(2004)。he effects of guided notes on undergraduate students' recording of lecture content。Journal of Instructional Psychology，31(4)，314-320。  new window
24.Kobayashi, K.(2006)。Combined effects of note-taking/reviewing on learning and the enhancement through interventions: A meta-analytic review。Educational Psychology，26(3)，459-477。  new window
25.樊素芳、樊琪、陳洁(2007)。大學生課堂筆記策略現狀研究。心理與行為研究，5(1)，70-74。  延伸查詢new window
26.Kiewra, K. A.,、Benton S. L.,、Kim, S.,、Christensen, M(1995)。Effects of note-taking format and study technique on recall and relational performance。Contemporary Educational Psychology，20(2)，172-187。  new window
27.Kiewra, K. A.(1989)。A Review of Note-Taking: The Encoding-Storage Paradigm and Beyond。Educational Psychology Review，1(2)，147-172。  new window
28.Pearson, P. David、Gallagher, Margaret C.(1983)。The instruction of reading comprehension。Contemporary Educational Psychology，8(3)，317-345。  new window
29.Simpson, M.、Hynd, C.、Nist, S.、Burrell, K.(1997)。College academic assistance programs and practices。Educational Psychology Review，9，39-87。  new window
30.陳品華(20040300)。融入式介入方案對技職大學生自我調整學習之影響研究。教育與心理研究，27(1)，159-180。new window  延伸查詢new window
31.張新仁(20060600)。學習策略的知識管理。教育研究與發展期刊，2(2)，19-42。new window  延伸查詢new window
32.Kiewre, K. A.(1985)。Providing the instructor's notes: An effective addition to student notetaking。Educational psychologist，20，33-39。  new window
33.Van Meter, P.、Yokoi, L.、Pressley, M.(1994)。College student's theory of note taking derived from their perceptions of note-taking。Journal of Educational Psychology，86，323-338。  new window
34.劉佩雲(2009)。目標導向與趨向或逃避行為之關係探討。課程與教學季刊，12(3)，213-240。new window  延伸查詢new window
圖書
1.Pauk, W.(1974)。How to study in college。Boston, MA：Houghton Mifflin。  new window
2.Muskingum College.(2011)。Specific note taking strategies。  new window
3.Kiewra, K. A.(1997)。Learning to learn: Making the transition for student to life-long learner。London, UK：Allyn and Bacon.。  new window
4.Anderson, T. H.,、Armbruster, B. B.(1986)。The value of taking notes during lectures。Washington, DC：National Institute of Education.。  new window
5.Zimmerman, B. J.、Bonner, A.、Kovach, R.(1996)。Development self-regulated learners: Beyond achievement to self-efficacy。Washington, DC：American Psychological Association。  new window
6.Devine, T. G.(1987)。Teaching study skills: A guide for teachers。Boston, MA：Allyn and Bacon。  new window
圖書論文
1.Weinstein, C. E.、Husman, J.、Dierking, D. R.(2000)。Self-regulation interventions with a focus on learning strategies。Handbook of self-regulation。San Diego, CA：Academic Press。  new window
2.Hofer, B. K.、Yu, S. L.、Pintrich, P. R.(1998)。Teaching College Students to Be Self-regulated Learners。Self-regulated Learning: From Teaching to Self-reflective Practice。New York, NY：The Guilford Press。  new window
3.Zimmerman, Barry J.(1998)。Developing Self-Fulfilling Cycles of Academic Regulation: An Analysis of Exemplary Instructional Models。Self-Regulated Learning: From Teaching to Self-Reflective Practice。Guilford Press。  new window
 
 
 
 
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