臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：學如何學策略訓練與社會工作經驗對大學生概念建構、V字捷思歷程、後設認知與學習表現的影響
書刊名：教育心理學報
作者：陳李綢 引用關係
出版日期：1994
卷期：27
頁次：頁81-103
主題關鍵詞：概念構圖；認知歷程；V字捷思圖；後設認知成分；學如何學；Concept mapping；Cognitive process；Vee heuristic；Diagram；Metacomponents；Learning how to learn
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(5) 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:4
  • 共同引用共同引用:46
  • 點閱點閱:42
　　　　　本研究主要目的有二：(一)探討「學如何學」策略訓練對概念建構、V字捷思歷程、後設認知與學習表現的影響。(二)探討「學如何學」策略訓練與「社會工作經驗」有無對大學生概念建構、V字捷思歷程、後設認知與學習表現的交互關係。 本研究受試為九十名大一新生及九十名進修部學生，兩組學生再隨機分派成實驗組及控制組兩組。研究工具為「學如何學」訓練教材，概念建構評量表、V字捷思圖評量表、後設認知測驗、自評量表、教育心理學測驗。 經由t考鹼及二因子獨立樣本變異數分析顯示： 1.經由「學如何學」策略訓練的實驗組在概念建構、V字捷思歷程、後設認知及學習表現等各種依變項上，皆顯然優於未接受策略訓練的控制組。由此說明：「學如何學」策略訓練對大學生教育心理學概念獲得、思考歷程、後設認知及學習表現皆有正向的影響力。 2.不同的社會工作經驗與不同的策略訓練對大學生的概念建構、V字捷思歷程有交互影響力，但後設認知高低與策略訓練有關，學習表現則與社會工作經驗有關。
　　　　　The main purposes of this study were (1) to examine the effects of "Learning how to learn" strategy on students' concept mapping, Vee diagram huristic, metacomponents and performance of learning Educational Psychology. (2) to investigate the interactional effects of "learning how to learn" strategy and social working experience on concept mapping, Vee huristic, metacomponents and learning performance. One hundred and eighty college students, who majored in Educational Psychology course, were randomly assigned to four experimental conditions: high working experience with strategy training, high working experience with no strategy training, low working experience with strategy training, and low working experience with no strategy training. Subjects summarized five reading materials in a semester and completed a set of tests designed to assess their concep-mapping, Vee huristic, metacomponenets, and per formance of learning materials. The results indicated: (1) that there were significant differences in concept-mapping, Vee huristic, metacomponents, and learning performance between students with "learning how to learn" strategy training and students with no strategy training. (2) that the interaction effects of strategy training and working experience on concept-mapping and Vee huristic were significant, but were not significant on metacomponents and learning performance. The results of this study were revealed that cognitive strategy used in college students can improve their thinking process and concept obtainment.
期刊論文
1.方泰山、廖焜熙(1991)。由命題的頭腦體操論化學概念分析。科學教育月刊，139，2-17。  延伸查詢new window
2.許松樑、邱上真、蔡長添(1990)。國中生物科概念建構評量上之應用研究。科學教育，2，95-120。  延伸查詢new window
3.邱上真(1989)。知識結構的評量：概念建構技巧的發展與試用。特殊教育學報，4，215-244。new window  延伸查詢new window
4.陳李綢(19910600)。思考模式、學術經驗與認知策略訓練對大學生後設認知與智力的影響。教育心理學報，24，67-90。new window  延伸查詢new window
5.張景緩(1990)。回饋方式目標設定與後設認知對國小學生數學作業表現及測試焦慮之影響。師大教育心理學報，23，189-206。  延伸查詢new window
6.Brown, J. S.(1978)。Diagnostic models for procedural bugs in basic mathematical skills。Cognitive Science，2，155-192。  new window
7.Derry、Murphy(1986)。Designing systems that train learning ability: Fromtheory to practice。Review of Educational Research，56(1)，1-39。  new window
8.Flavell, J. H.(1979)。Metacognition and cognitive monitoring: A new area of psychologic-calinquiry。American Psychologist，34，906-911。  new window
9.Lehman, J. D.、Carter, C.、Kahle, J. B.(1985)。Concept mapping, Vee mapping, and Achievement: Results of a field study with black high school student。Journal of Research in Science Teaching，22(7)，663-673。  new window
10.Novak, D. J.(1984)。Application of Advances in Learning Theory and philosophy of Science to the Improvement of Chemistry Teaching。Journal of Chemical Education，61(7)，607-612。  new window
11.Novak, D. J.(1990)。Concept maps and Vee diagrams: Two metacognitive tools of facilitate meaningfal learning。Instructional Science，19，29-52。  new window
12.Novak, D. J.、Gowin, D. B.(1988)。Constructing vee maps for clinical interviews on energy concepts。Science Education，72(4)，515-545。  new window
13.Weinstein, C. E.、Cubberly, W. E.、Wicker, F. W.、Underwood, V. L.、Roney, L. K.、Duty, D. C.(1981)。Training versus intruction in the acquistion of cognitive learning strategies。Contemporary Educational Psychology，6，159-166。  new window
14.張景媛(19900100)。不同後設認知能力的大學生在學業成績與認知適應上之差異。測驗年刊，37，143-161。new window  延伸查詢new window
15.Novak, J. D.(1988)。Learning science and the science of learning。Studies in Science Education，15(1)，77-101。  new window
會議論文
1.Alvarez, M. C.(1990)。Hispanic Background and Linguistic factory: Social contexts for reading comprehension and instruction。The annual meeting of the American Reading Forum。  new window
2.Ridley, D. R.、Novak, J. D.(1988)。Assessment student learning in light of how students learn。The American Association for higher education Forum。  new window
學位論文
1.Huang, S. C. C.(1988)。Assessing Knowledge structure: The development and try out of a mapping technique(博士論文)。University of Illinois, champaign。  new window
2.蘇宜芬(1991)。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.陳李綢(1992)。認知發展與輔導。台北：心理出版社。  延伸查詢new window
2.Bruner, J. S.、Goodnow, J. J.、Austin, G. A.(1956)。A study of thinking。Wiley。  new window
3.Brown, A. L.、Pallincsai, A.、Armbruster, B.(1984)。Instructing comprehension-fostering activites in interactive learning situations。  new window
4.Mandle(1984)。Learning and motivation in the classroom。Hillsdale, NJ：Erlbaum。  new window
5.Narode, R.、Heiman, M.、Lochhead, J.、Slonianko, J.(1987)。Teaching thinking skills: Science Nationaleducation Association。Washingtion, D.C。  new window
6.Sternberg, R. J.(1988)。The triarchic mind: A new theory of human intelligence。Viking Pengain, Inc.。  new window
7.Sternberg, R. J.(1986)。Intelligence applied: understanding and increasing your intellectual skills。San Diego, CA：Harcourt, Brace, Jovanovich。  new window
8.Sternberg, R. J.(1982)。Advances in the psychology of human intelligence。Hillsdale, NJ：Erlbaum。  new window
9.Sternberg, R. J.(1984)。Advances in the psychology of human intelligence。Hillsdale, NJ：Erlbaum。  new window
10.Sternberg, R. J.(1986)。Advances in the psychology of human intelligence。Hillsdale, NJ：Erlbaum。  new window
11.Sternberg, R. J.(1988)。Advances in the psychology of human intelligence。Hillsdale, NJ：Erlbaum。  new window
12.Sternberg, R. J.(1989)。Advances in the psychology of human intelligence。Hillsdale, NJ：Erlbaum。  new window
13.Sternberg, R. J.(1982)。Handbook of human intelligence。Cambridge University Press。  new window
14.Feldman, D. H.(1980)。Beyond universals in cognitive development。Norwood, NJ：Ablex。  new window
15.Sternberg, Robert J.(1985)。Beyond IQ: A triarchic Theory of Human Intelligence。Cambridge University Press。  new window
16.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
單篇論文
1.Michael, J. B.(1986)。Translating Research Report into Educational materials on How to take a neat piece of research and turn it into a curriculum(ED273443)。  new window
圖書論文
1.Campione, J. C.、Brown, A. L.(1977)。Memory and metamemory development in educable retarded children。The development of memory and cognition。Hillsdale, NJ：Erlbaum。  new window
2.Flavell, J. R.(1976)。Metacognitive aspects of problem。The nature of Intelligence。Hilldale, MJ：Erlbaum。  new window
3.Lumpkin, D.、Harshbarger, M.、Ransom, P.、Williams, J.(1988)。The dilemmas of teaching reading--Concept maps and vee diagrams: Strategies to deal with the dilemma of the restricted。Eight yearbook of the American reading forum。  new window
4.Lumpkin, P.、Harshbarger, M.、Ransom, P.(1987)。Changing conceptions of reading: Literary learning Instruction--The use of knowledge Vee diagram as an aid to reading comprehension and problem solving。Seventh yearbook of the Ancrican reading forum。  new window
5.Paris, S. G.(1988)。Models and metaphors of learning strategies。Learning and study strategies: Issue in assessment, instruction, and evaluation。New York：Academic Press。  new window
6.Rumelhart, D. E.、Norman, D. A.(1985)。Representation of Knowledge。Issues in cognitive modeling。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
7.Brown, A. L.(1978)。Knowing when, where, and how to remember: A problem of metacognition。Advances in instructional psychology。Lawrence Erlbaum Associates。  new window
8.Flavell, J. H.(1981)。Cognitive monitoring。Children's oral communication skills。New York：Academic Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：870（臺灣：845，外國：25） ／ 本年度總使用人次：1855660 ／ 訪客人次（自102年09月）：67666317
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上