自律學習策略對問題發佈活動之影響

The Effects of Self-Regulated Learning Strategies On Question-Posing Activities

吳昇鴻(Sheng-Hung Wu)

指導教授 ： 藍友烽

國立虎尾科技大學/管理學院/資訊管理研究所/碩士(2012年)

摘要

透過網路來進行學習活動已行之有年，學生透過電腦及網路瀏覽器的使用，突破了時間及空間的限制；但教師卻無法於課後主動、立即給予學生指導、協助，故學生發揮自律性的學習越顯重要。因此，自律學習的能力逐漸受重視，但學生個人自律學習與管理能力的訓練較缺乏。因此，如何透過有效的模式來幫助學生培養自律學習的能力，已成為重要的議題。故本研究發展一個具備自律學習策略的問題發佈系統，讓學習者從設定學習標準、目標、學習策略過程中培養自發性、自主性及自律性的學習能力，進而找出最適合的學習模式。
本研究透過傳統式教學搭配自律學習策略問題發佈系統，讓學生在課堂上學習之外，提供課後複習、反思的學習活動，研究以彰化縣某國小六年級學生為實驗對象，取三班為實驗對象，分別分為實驗組A、B及控制組，實驗處理以為期四週的自然與生活科技教學搭配問題發佈學習活動進行，本研究探討自律學習策略、自律學習程度及問題發佈之間的影響，並透過系統操作歷程記錄、學習者學習記錄，觀察學習者之行為模式中問題發佈行為表現，結果發現自律學習策略、自律學習程度皆對問題發佈數量有顯著影響。

關鍵字

自律學習 ； 自律學習策略 ； 問題發佈

並列摘要

Learning through internet has been put into educational practice for many years. The use of computer and internet browser helps students break up the time and space limitation; however, teachers can’t immediately give students guidance and assistance after the class. It’s of great importance for students to have self-regulated learning ability. Despite of the increasing value on self-regulated learning ability, students still lack related skills and training chances. How to develop students’ self-regulated learning ability has become a vital issue. The study developed a question posing system equipped with self-regulated learning strategies. This system makes students set up standards, objectives, and strategies so as to cultivate their spontaneity, independency, and self-regulation. By doing so, students can also find out the most suitable learning model.
The study combines traditional instruction and self-regulated learning strategies question-posing system to provide students a platform for after-class review and introspection beyond class learning. The subjects were the sixth graders in Changhua County. They were divided into the experimental group A, B, and the control group. The intervention consisted of a four-week science and technology instruction and question posing activities. The study discusses the influences among self-regulated strategies, self-regulated degree, and question posing.
By examining learners’ operation process records and learning logs in the system, the author analyzed the subjects’ performance of question posing in their behavior model. The results indicate that strategies and degrees of self-regulated learning possess significant influence on the quantity of question posing.

並列關鍵字

self-regulated learning ； self-regulated strategies ； question posing

參考文獻

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