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  • 學位論文

自我效能與引導式認知策略對問題發佈活動之影響

Effects of Self-Efficacy and Guided Cognitive Strategies on Question-Posing Activities

指導教授 : 藍友烽
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摘要


問題發佈是一種「認知精緻化」的過程,亦是一種「後設認知」能力的建構。然而,在多數的教學環境中,往往是老師主動發問,學生採取被動的吸收知識,因為在多數學生的觀感中,發問總是令人忐忑不安。因此,如何妥善運用適切的問題發佈策略,或者學習輔助工具,來增強學生在問題發佈的成效,提高學習效能,是一件身為教育工作者值得探討的學習活動。 本篇論文的研究目的是根據布魯姆認知分類理論,發展出一套具有六種不同層次的引導式認知策略,進一步評估自我效能結合該策略對於問題發佈活動所產生之影響。本研究邀請74位平均年齡17歲目前就讀於雲林縣某高職三年級學生做為本實驗的研究對象,透過研究者自行設計、建置之網路學習系統,讓學生能配合課堂所學,利用每週50分鐘課堂時間,在網路上編擬不同題型的題目,系統使用歷時三週。 量化資料採用獨立樣本T檢定,探討使用引導式認知策略問題發佈系統及無引導式認知策略問題發佈系統兩組,分別在實驗實施歷時三週後的問題發佈數量之差異,根據研究結果發現,相較於使用無引導式認知策略問題發佈系統,使用引導式認知策略問題發佈系統在問題發佈數量上在三週的呈現有顯著差異,對於學習任務的參與度有其正面影響;然而,不同自我效能學習者在引導式認知策略中六種層次的引用次數方面無顯著性差異。最後,根據研究結果進行討論並提出教師教學、系統修改及未來研究的建議。

並列摘要


Question-posing is a progress of cognition elaboration. It also helps construct the meta-cognition capability. However, in most teaching environment, teachers initiatively offer questions and answers all the time, and then students only passively absorb knowledge. Possibly in most students’ impressions, asking questions always makes them uneasy. Thus, as an educator, it’s worth studying on how to utilize the appropriate question posing strategy or auxiliary study means to strengthen the result of a question posing and enhance the learning potency. The goal of this research is based on the Bloom’s cognition category theory to develop the different levels of the guided cognitive strategies, so as to evaluate the influence on question posing activities caused by this strategy combined with the self-efficacy. This research invited 74 17-year-old business management majored seniors in the comprehensive high school in Yunlin County, as the experiment object. Each week these students spent a 50-minute class time, according to what they had learned at class, edit different types of questions through the web-based learning system independently designed and established by the researchers. The system was to be utilized for 3 weeks. Making use of the independent sample T-test to deal with the quantification material, the study were, after the 3-week experiment, to tell the difference between this two groups: the quantity of questions posed by using questions posing system of guided cognitive strategies versus the one posed by using questions posing system of non-guided cognitive strategies. According to the result, the study found that there were significantly different between them. The group using system of guided cognitive strategy posed more questions, and thus it has positive influence on the participation to study tasks. However, regarding the quotation frequency on the six levels of guided cognitive strategies, there were not significantly different between different self-efficacy learners. Finally, according to the findings, the study carried on discusses and offered suggestions about teaching methods, system revision, and the follow-up research in the future.

參考文獻


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被引用紀錄


李彗碧(2014)。心智圖與合作學習對問題發佈活動之影響〔碩士論文,國立虎尾科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0028-1107201422142200

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