「知情意行並重的生涯教育活動方案」配合導師班級經營策略對國三學生學習表現影響之研究

黃微清

指導教授 ： 張景媛博士

國立臺灣師範大學/教育學院/教育心理與輔導學系在職進修碩士班/碩士(2004年)

摘要

「知情意行並重的生涯教育活動方案」配合導師
班級經營策略對國三學生學習表現影響之研究
摘 要
本研究主要目的是：1設計一套國三學生適用的「知情意行並重的生涯教育
活動方案」；2.了解導師班級經營的情形，研擬配合「知情意行並重的生涯教育活動方案」實施之導師的班級經營策略；3.評估研究者所設計的「知情意行並重的生涯教育活動方案」，及導師班級經營策略對國三學生學習表現之影響；4.分析國三學生在「知情意行並重的生涯教育活動方案」中的各項學習成果；5.根據研究結果，提出具體建議，作為學校教師教學與輔導之參考。
本研究採「不等組前測—後測」準實驗設計，以台北縣某國中三年級學生為對象，實驗組學生共33人，其中男生19人，女生14人；對照組共計35人，男生22人，女生13人，以「學習動機量表」、「學習策略量表」及「行動控制量表」之前後測得分，進行單因子共變數分析考驗假設，並以月考成績進行單因子共變數分析，以了解研究對象學習表現的提昇。研究者運用「課程回饋問卷」、「學生課堂成果表現」、「班級經營訪談分析」，進行教學歷程分析。根據結果，主要發現如下：

一、「知情意行並重的生涯教育活動方案」實驗教學符合學生學習需求。
二、「知情意行並重的生涯教育活動方案」實驗教學，配合導師的班級經營策略，有助提昇學生學習表現。
三、「知情意行並重的生涯教育活動方案」實驗教學提昇學生學習表現：1.本實驗教學能提昇學生學習成就；2.實驗教學能提昇學生學習動機；3.本實驗教學能提昇學生使用學習策略的能力；4.本實驗教學能提昇學生使用行動控制的能力。
四、實施「知情意行並重的生涯教育活動方案」實驗教學後，分析學生學習成果，發現學生普遍很喜歡這套課程，也願意在生活中實施。
最後，研究者歸納研究結論，並提出教學及未來相關研究之建議，作為學校
教師教學以及未來研究之參考。

關鍵字：生涯教育、班級經營、學習表現

關鍵字

生涯教育 ； 班級經營 ； 學習表現

並列摘要

A Study of the Effects of“Cognitive-affective-volitional-actional Integrated Model of career education”with Tutor-charge’classroom management strategies on Learning Performance for Junior High School Students

Wei-Ching Huang
Abstract
The purpose of this study were：1〉to design a “Cognitive-affective-volitional-actional Integrated Model of career education”program which was suitable for junior high school students；2〉to develop the classroom management strategies with “Cognitive-affective-volitional-actional Integrated Model of career education” 3〉to estimate “Cognitive-affective-volitional-actional Integrated Model of career education”and the classroom management strategies into the learning performance for junior high school students. 4〉to analyse various kinds of the learning performance with “Cognitive-affective-volitional-actional Integrated Model of career education” 5〉Based on the results of this study, to make some suggestions for educational , counseling, and future studies.
Students in a junior high school in Taipei county were invited as the participants of the study. The design of nonequivalent pretest –posttest control group, as quasi-experimental design, was being applied to the research. There were 33 students with 19 boys and 14 girls in the experimental group, and 35 students with 22 boys and 13 girls in the comparison group . Three instruments which were utilized to examine the variables of motivation, action control,and learning strategies. The collected data were analyzed by one-way ANCOVA . The researcher conducted the analysis of the instructional process by “Feedback questionnaire”,
“The performance of students in class”and“the classroom management journal”. According to the result, the findings were presented as the following:
1. “Cognitive-affective-volitional-actional Integrated Model of career education”teaching could be applied to the learning needs.
2. The classroom management strategies with “Cognitive-affective-volitional-actional Integrated Model of career education” develop the learning performance.
3. The classroom management strategies with “Cognitive-affective-volitional-actional Integrated Model of career education” developed the learning performance：a. to elevate the learning achievment ；b. to improve the learning motivation； c. to develop the abilities of the utilizing learning strategies；d. to improve the abilities of the utilizing action control.
4. The instruction of the program “Cognitive-affective-volitional-actional Integrated Model of career education”teaching brought on appreciation among the majority of students participating in the experiment. Most students of experimental group considered the teaching beneficial to the enhancement for the ability of thinking, and they were willing to apply the ability to learning in the near future.

Based on the results of the study, the researcher also provided several suggestions for further development of schooling and research.

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