國中校訂課程下自主學習準備度的中介效果：閱讀策略的後設認知覺知、學業成就

本研究探討強調「自主學習」的台灣十二年國民基本教育新課程綱要背景下，校訂課程所展現的學習成效。研究者主張，在促進中學生自主學習知能的課程綱要配套下，校訂課程雖各有訴求，但仍能在滿足校訂課程目標之餘，同步促進自主學習的準備度，而自主學習準備度的進步，亦能提升學生的學業成就。本研究透過結構方程模型，探討自主學習準備度對於學生修讀完校訂閱讀課程後，其閱讀策略的後設認知覺知，以及影響學業成就的中介效果。本研究於2020年在一所南部都會區國中一、二年級進行調查，共收案1,222人。兩個年級的分析結果顯示，自主學習準備度對閱讀策略後設認知覺知和學業成績存在中介效果。不過，修讀完校訂必修「閱讀指導」課國中二年級學生，其閱讀策略後設認知覺知直接影響學期成績，這是國中一年級學生所沒有的。

關鍵字

自主學習準備度；校訂課程；十二年國民教育課程綱要總綱；中介效果；閱讀策略的後設認知覺知

並列摘要

This study aimed to investigate the outcomes of school-developed curriculum (SDC) in the context of the new Curriculum Guidelines of 12-Year Basic Education (nCG), which emphasizes self-directed learning. The researchers hypothesized that, with the nCG's emphasis on promoting self-directed learning readiness (SDLR), SDCs could meet their specific objectives while contributing to students' SDLR and improving academic achievement. The present study used structural equation modeling to investigate the mediating effect of metacognitive awareness of reading strategy (MARS) and academic achievement, following students' participation in school-designated reading courses, on their SDLR. A total of 1,222 valid responses were obtained from a metropolitan junior high school in Southern Taiwan in 2020. Structural equation modeling analyses showed that SDLR fully mediated (in 7th graders) and partially mediated (in 8th graders) the relationship between MARS and academic achievement. Additionally, a direct effect between MARS and academic achievement was found among 8th graders who had completed the school-based mandatory "Guided Reading" course, while the relationship was not significant among 7th graders. Overall, the school-developed curriculum of reading instruction was shown to promote self-directed learning among junior high school students.

並列關鍵字

self-directed learning readiness ； school-developed curriculum ； Curriculum Guidelines of 12-Year Basic Education ； mediating effects ； metacognitive awareness of reading strategy

參考文獻

Wu, H. M., & Li, Y. S. (2014). The relationships among reading habit, learning strategies, and academic achievement of Taiwan secondary school students. Asia Pacific Journal of Educational Development, 3(1), 55-67. https://doi.org/10.6228/APJED.03.01.06

Yüksel, İ., & Yüksel, İ. (2012). Metacognitive awareness of academic reading strategies. Procedia — Social and Behavioral Sciences, 31, 894-898. https://doi.org/10.1016/j.sbspro.2011.12.164

Abd-El-Fattah, S. M. (2010). Garrison’s model of self-directed learning: Preliminary validation and relationship to academic achievement. The Spanish Journal of Psychology, 13(2), 586-596. https://doi.org/10.1017/S1138741600002262

Alotaibi, K. N. (2016). The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of Saudi nursing and medical emergency students. Nurse Education Today, 36, 249-254. https://doi.org/10.1016/j.nedt.2015.11.003

Auerbach, E. R., & Paxton, D. (1997). “It’s not the English thing”: Bringing reading research into the BSL classroom. TESOL Quarterly, 31(2), 237-261. https://doi.org/10.2307/3588046

主題瀏覽