後設認知在動作學習上的應用

本研究背景為動作學習中，學習者對學習的目標是否理解，對現況是否清楚，對目標與現況的差異是否掌握，這些問題都涉及了一個高層的學習策略就是後設認知。由指導者提供回饋訊息容易造成依賴的心理，如何培養學習者對學習過程的反思能力，是極為關鍵的學習成效影響因素。擁有這種能力代表他擁有「覺知」與「控制」能力，可以在學習過程中自我調整與修正。本文目的從後設認知觀點出發，藉由探討動作學習的內涵、及其與後設認知之間的關聯性，以闡明如何將後設認知的概念應用在動作學習中。研究方法使用文獻回顧收集後設認知與動作學習文獻並分析。結果發現後設認知策略可有效幫助動作學習。建議未來動作學習現場加入後設認知策略來增加學習成效。

關鍵字

錯誤偵測；動覺；自我控制；自我監看

並列摘要

Whether the learners comprehend the learning goal, recognize their present status, or grasp the differences between the goal and the current state involve a higher level of learning strategies which are known as metacognition. The learners tend to passively rely on the instructor to provide feedback to them. Learners' introspective ability during the learning process is an essential factor affecting learning outcomes. People who exhibit this ability possess both self-awareness and self-control, and can execute self-discipline and make appropriate adjustments by relying on metacognitive strategies, even in the absence of any instructor. Is this mechanism appropriate for motor learning? The purpose of this paper was to explain from a metacognitive perspective the way to apply relevant concepts in the process of motor learning, through comprehensive discussion of motor leaning content and its relationship with metacognition. A literature review on metacognition and motor learning was conducted and further analyzed. Results show metacognitive strategies can effectively be applied to motor learning. Incorporating metacognitive strategies into motor learning activities to increase the effectiveness of learning is recommended.

並列關鍵字

error detection ； kinesthetic ； self-control ； self-monitoring

參考文獻

吳青蓉、張景媛(2003)。國中生英語學習歷程模式之驗證。教育心理學報。35(2)，121-140。

杜麗君(2005)。目標設定訓練課程對不同能力水準國小學生後設認知、動機、自我調整學習與教學學業表現影響之效果研究。國立臺灣師範大學教育心理與輔導學系=Deaprtment of Educational Psychology and Counseling, University of National Taiwan Normal University。