高職學生實作技能學習之後設認知研究—以電子實習課程為例

Analyzing Metacognition in Practical Skill Learning for Vocational School Students: A Case Study of Electronic Practice Course

張菽萱(Shu-Hsuan Chang) ； 古艾巧(Ai-Chiao Ku) ； 俞力強(Li-Chiang Yu) ； 蘇育民(Yu-Min Su)

《技職教育期刊》 1卷2期 (2010/12) Pp. 51-70

https://doi.org/10.6765/JTVE.201012.0051

摘要

本研究旨在比較同年齡層之選手與生手的後設認知發展，探討其在「瞭解問題」、「計劃」、「執行」及「驗證」四階段解題歷程之差異，據此發展教學策略作為技職教育實作技能培育之參考。鑑於以往文獻多專注於成人專家與生手之比較，因兩種研究對象年齡不同後設認知發展有所差距，導致此類研究結果應用之侷限，對後設認知發展尚未成熟之個體可能產生學習上的挫折。據此本研究所擇取對象—專家與生手—皆為同年齡階層之台灣職業學校學生，其正處青少年的後設認知發展的重要階段。此外，為確實瞭解解題者在實作技能上之後設認知運作，本研究採取「放聲思考」之三階段資料收集與再確認方式，以增加分析結果的信、效度。本研究結果在高職技術教育的理論發展上有具體的貢獻外，亦可作為日後其他相關實作技能設計課程發展之實際運用參考。是以本研究具創新與實務應用之綜效。

關鍵字

後設認知 ； 實作技能 ； 技職教育 ； 放聲思考

並列摘要

The study aims to explore the metacognition development differences between experts and novices, who were the students in vocational high school, on their practical skills learning process. The instruction strategy which was developed by comparing the thought and behavior of experts with those of novices at the four stages of problem-solving process, ”problem understanding”, ”planning”, ”implementation,” and ”verification,” could be a useful reference for practical skill cultivation in vocational education. Thus far, literatures detailing metacognition study focused on the comparison of adult experts and young novices. Since the metacognition development status of adult is different to that of the youth, the result of aforementioned literature might cause the learning frustration to immature individuals and its application in the metacognitive development is limited. The subjects of this research, experts and novices, who were the vocational high school students of the same age in Taiwan, were in the preliminary stage of metacognitive development. Furthermore, in order to fully understand the metacognition of practical skills to the problem solvers, ”thinking aloud”, a three-stage data collection and re-confirmation method, was adopted to enhance the reliability and validity of the study results. The result of the study makes good contribution to the development of practical skill learning theory as well as provides a valuable reference for the development of related technology course design. Therefore, the study proffers a synthetic effect between innovation and practical application.

並列關鍵字

Metacognition ； practical skill ； Vocational Education ； thinking aloud