網路多元學生出題策略對國小學生認知策略與學習成就之影響

Effects of Online Student Question-Generation with Multiple Procedural Guides on Elementary Students' Use of Cognitive Strategies and Academic Achievement

于富雲(Fu-Yun Yu) ； 賴奕嬛(Yi-Shiuan Lai)

《教育資料與圖書館學》 51卷4期 (2014/09) Pp. 525-560

https://doi.org/10.6120/JoEMLS.2014.514/0609.RS.CM

摘要

考量不同學生出題策略在明確度、難度與學科單元適用性上各有不同，而現有研究皆鎖定單一學生出題策略學習成效之探討，本研究旨在探討網路多元學生出題策略配合國小學科教學對認知策略與學習成就的影響。本研究選定國語科和自然科，採前後測控制組準實驗研究法，以南部一所國小五年級二個班級學生為樣本，採用具出題鷹架設計的線上學生出題系統，進行八週的實驗教學活動。資料以單因子共變數分析發現：多元學生出題策略組對國小國語科與自然科認知策略運用有顯著優於傳統自習組的影響；另，相對於傳統自習組，多元學生出題策略組有較佳的國語科與自然科學習成就表現，唯差異未達顯著水準。文末，根據研究結果與發現提出教學實施及未來研究建議。

關鍵字

認知策略 ； 網路學習系統 ； 學生出題策略 ； 學習成就

並列摘要

Student question-generation (SQG) procedural guides differ in terms of level of concreteness, demands on cognitive skills and appropriateness for respective instructional units. Because existing studies exclusively examine the effects of individual guides, this study was aimed at an investigation of the effects of online SQG with multiple guides intended to promote elementary students' use of cognitive strategies and to improve academic performance while learning Chinese and science. A quasi-experimental research method and an online learning system with dynamic scaffolding designs were adopted to support student learning of Chinese and science via the SQG approach. Two fifth-grade classes (N=56) participated for eight weeks. Twice per week, in accordance with the instructors' schedules, students engaged in online SQG or self-study activities in their randomly assigned groups. The results of the analysis of covariance indicated significant differences between the two treatment groups in their use of cognitive strategies while learning Chinese and science, with students in the SQG group scoring significantly higher than those in the comparison group. However, academic achievement between the two groups did not differ significantly. Suggestions for instructional implementations and future studies are provided.

並列關鍵字

Academic achievement ； Online learning system ； Student question-generation ； Use of cognitive strategies

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