嚴重特殊傳染性肺炎（COVID-19）疫情下國小資優生的自主學習能力與遠距教學滿意度之關係研究

A Study on the Relationship Between Elementary Gifted Students' Self-Directed Learning Ability and Satisfaction in Distance Learning during the COVID-19 Pandemic.

靳家姍(Jin Chia-Shan)

指導教授 ： 潘裕豐

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2022年)

https://doi.org/10.6345/NTNU202201484

摘要

本研究旨在探討嚴重特殊傳染性肺炎（COVID-19）疫情期間國小資優生的自主學習能力與遠距教學滿意度之現況，比較不同背景變項國小資優生在自主學習能力與遠距教學滿意度之差異，並進一步探討自主學習能力與遠距教學滿意度之相關，以及自主學習能力對遠距教學滿意度之預測情形。本研究採問卷調查法，研究對象為臺灣北區的國小一般智能資優班的三到五年級學生。以翻譯自韓國Kim與Lee(2018)的「國小自我導向學習能力測驗」，與改編박현정與정선주（2020）的問卷而成的「國小資優班遠距教學滿意度調查表」作為研究工具。共發出465份，回收之有效問卷共390份，有效率為90.49%。透過SPSS 23.0將所得資料統計後，以描述統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關與逐步多元迴歸分析進行分析。本研究所得結論如下：

一、 COVID-19疫情期間國小資優生的自主學習能力為中上程度；資優班遠距教學滿意度介於「普通」與「同意」之間。
二、 COVID-19疫情期間國小資優生的自主學習能力中，平均得分最高的為「尋求幫助」，平均得分最低的為「時間管理」。
三、 COVID-19疫情期間國小資優生對資優班遠距教學的滿意度，得分最高為「教師教學」，得分最低為「系統平台」。
四、 不同「性別」、「年級」、「遠距教學經驗」之國小資優生在整體自主學習能力與所有構面「認知思考與後設認知」、「問題解決」、「內在動機」、「未來導向動機」、「自我效能」、「尋求幫助」、「物理環境管理」、「時間管理」上皆無顯著差異。
五、 不同「性別」、「年級」、「遠距教學經驗」之國小資優生在整體的資優班遠距教學滿意度與其所有構面「課程規劃與教材內容」、「教師教學」、「系統平台」上，皆無顯著差異。
六、 整體自主學習能力與整體遠距教學滿意度間有中度顯著正相關，各構面彼此間的顯著正相關程度則為低度至中度。
七、 自主學習能力中的「認知思考與後設認知」和「尋求幫助」可顯著正向預測遠距教學滿意度，預測力最佳的是「認知思考與後設認知」。
八、 國小資優生在遠距學習中所著重的重點為與多方的互動，上課內容是否有趣且具有質量，並能透過提問與被解答，以滿足他們對知識的渴望。

關鍵字

Covid-19疫情期間 ； 遠距教學 ； 國小資優生 ； 自主學習

並列摘要

The purpose of this study was to explore the current situation of self-directed learning ability and distance learning satisfaction of gifted students in elementary schools during the COVID-19 epidemic, and to compare the differences in self-directed learning ability and distance learning satisfaction among gifted students in elementary schools with different background variables. Furthermore, the correlation between self-directed learning ability and distance learning satisfaction and the predictive effect of self-directed learning ability on distance learning were explored. This study collected data through questionnaires from third to fifth grade elementary school gifted students in northern Taiwan. The "Self-directed Learning Ability Test" from Kim and Lee (2018) and the "Satisfaction Survey of Distance Learning in Elementary School Gifted Classes" adapted from the questionnaire of 박현정and정선주(2020) by the researcher were used as research tools. There were 390 valid questionnaires from gifted students in elementary schools. The data were analyzed through the methods of descriptive statistics, independent sample mean t-test, One-way ANOVA, Pearson’s Product-moment Correlation and Stepwise multiple regression analysis. The results of this study were as follows,

1. During the covid-19 pandemic, Self-directed learning ability of elementary gifted students is above average; and their distance learning satisfaction was between “neutral” and “agree”.
2. During the covid-19 pandemic, elementary gifted students received the lowest score on the Self-Directed Learning Ability Test for “time management” and the highest score for “seeking help”.
3. During the covid-19 pandemic, elementary gifted students received the lowest score on the Satisfaction Survey of Distance Learning in Elementary School Gifted Classes for “distance learning platform” and the highest score for “teacher’s teaching”.
4. There were no significant differences in self-directed learning ability between gender, grade and distance learning experience. The same results were found for “cognitive thinking, metacognition”, “problem solving”, “intrinsic motivation”, “future-oriented motivation”, “self-efficacy”, “seeking help”, “managing physical environment” and “time management”.
5. There were no significant differences in satisfaction of distance learning in gifted classes between gender, grade and distance learning experience. The same results were found for “teacher’s teaching”, “course planning and content”, and “distance learning platform”.
6. There was a significant moderate positive correlation between elementary gifted students’ Self-directed learning ability and distance learning satisfaction; and the significant positive correlation between all factors was low to moderate.
7. Self-directed learning ability of “cognitive thinking, metacognition” and “seeking help” can significantly predict distance learning satisfaction, and “cognitive thinking, metacognition” is the strongest predictor.
8. In distance learning, it is important for elementary school gifted students to be able to interact effectively with their teachers and classmates, to be interested in the content of the course, and to be able to ask questions and receive answers to meet their needs for learning new knowledge.

並列關鍵字

Covid-19 Pandemic ； Distance Learning ； Elementary Gifted Students ； Self-Directed Learning

參考文獻

Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23(2), 223-234. https://doi.org/10.1016/0346-251X(95)00010-H

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