不同課室目標結構對國中生自我調整學習策略與逃避策略影響之研究

Research on the Influence of Different Classroom Target Structures on Self-regulated Learning Strategies and Escape Strategies of Middle School Students

馮淑梅(Shu-Mei Feng)

指導教授 ： 沈俊毅

淡江大學/教育學院/教育科技學系數位學習碩士在職專班/碩士(2019年)

https://doi.org/10.6846/TKU.2019.00566

摘要

國中學生的自我調整學習策略應用有隨著年級減低而逃避策略使用有隨著年級增加的趨勢，而自我調整學習策略的提升與逃避策略的降低有助學生成為一個終身學習者。國中學生在學校教室的學習時間很長，教師為課室目標結構的主要形塑者，能積極發揮教育功能。本研究即欲探究不同課室目標結構對國中生應用自我調整學習策略與使用逃避策略之影響。
本研究採用準實驗研究法，以新北市板橋區某國中七年級三個班級學生為研究對象。研究工具為歷史課堂學習問卷，內含自我調整學習策略量表、逃避策略量表。實驗前先對學生進行歷史課堂學習問卷前測，接著三個班級各以不同課室目標結構進行六週教學實驗，教學實驗後進行歷史課堂學習問卷後測與學生個別訪談。資料處理以SPSS統計軟體進行描述性統計分析、相依樣本ｔ檢定、單因子共變數分析。
量化研究結果為多重與精熟課室目標結構對國中生應用自我調整學習策略與使用逃避策略有影響，但無顯著差異。質化訪談結果為分組競賽、合作學習、多元學習活動與加分卡增強學生學習行為。

關鍵字

課室目標結構 ； 自我調整學習策略 ； 逃避策略

並列摘要

The self-regulated learning strategies applied by middle school students have a tendency to increase with the use of grades as the grades decrease, while the improvement of self-regulated learning strategies and the reduction of escape strategies help students become lifelong learners. The middle school students have a long time in the school classroom. The teacher is the main shaper of the classroom goal structure and can play an important role in the education. This study is intended to explore the impact of different classroom objectives on the application of self-regulated learning strategies and the use of escape strategies by national students.
This study used the quasi-experimental research method to study three classes of students in the seventh grade of a country in Banqiao District, New Taipei City. The research tool is a historical classroom learning questionnaire, which contains a self-regulated learning strategy scale and an escape strategy scale. The experiment firstly carried out the pre-test of the historical classroom learning questionnaire for the students. Then, the three classes each conducted a six-week teaching experiment with different classroom target structures. After the teaching experiment, the historical classroom learning questionnaire was followed and the students were interviewed individually. Data processing was performed by SPSS statistical software for descriptive statistical analysis, dependent sample tonne verification, and single factor covariate analysis.
The quantitative research results are related to the application of self-regulated learning strategies and the use of escape strategies by the multi-disciplinary classroom target structure, but there is no significant difference. The results of qualitative interviews are group competitions, cooperative learning, multi-learning activities and bonus cards to enhance student learning behavior.

並列關鍵字

classroom target structures ； self-regulated learning strategies ； escape strategies

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