數位化學習歷程檔案內中文寫作目標設定、自我反思與自我調整學習之關係：一個縱貫性質化研究

研究目的在探討數位化學習歷程檔案（e-Portfolio）內中文寫作目標設定、自我反思與自我調整學習之關係。研究對象為某國立高職資料處理科修習國文課77名學生。研究時間為兩年，第一年為先導階段，累積學生寫作經驗以及電腦操作能力，第二年正式實施e-Portfolio。研究設計以質化為主，研究最後以寫作目標設定、自我反思、自我調整學習逐字稿做為結果的推論。資料分析為求研究的信效度，由兩位學科專家進行可信的真實性評估；同時進行三角檢證，以求可靠的一致性準則。研究結果顯示：研究對象普遍認為目標設定對自我調整學習有正向的影響，而自我反思則被認為是影響中文寫作自我調整學習最重要的因素。

關鍵字

中文寫作；目標設定；自我反思；自我調整學習；數位化學習歷程檔案

並列摘要

The purpose of the study is to explore the interrelations among goal-setting, self-reflection and self-regulated learning of Chinese writing in e-portfolios. The subjects of the study were 77 national vocational high school students majoring in data processing while taking Chinese classes during their final two years. The study lasted two years. The first year was the introductory stage in which the teacher tried to build up students' writing experiences and develop their computer software application skills. During the second year, students' e-portfolios were complied. The study was designed to adopt the qualitative approach. The results and inferences of the study were based on the influencing factors inferred from students' own written records in accordance with the main themes: students' goal-setting, self-reflection and self-regulated learning when writing. The reliability and validity of the study were further established by two professional experts who carefully evaluated the true values and credibility of this study; as well as by means of triangulation through which dependability and consistency were achieved. The result showed that goal-setting and self-regulated learning have positive effects on the subjects and that self-reflection was the most important factor influencing Chinese writing.