學習策略與學科興趣－以通識課心理學為例

Learning Strategy and the Learning Status in Psychology

黎士鳴(Shih-Ming Li) ； 楊堯翔(Yao-Xiang Yang) ； 陳秋君(Qiu-Jun Chen) ； 蘇湘琇(Xiang-Yin Su) ； 陳楓媚(Feng-Mei Chen)

《通識研究集刊》 8期 (2005/12) Pp. 197-207

https://doi.org/10.6488/JCGE.200512.0197

摘要

本研究採用橫斷性調查法，瞭解個體學習策略與學科興趣間的關係。163名修習心理學課程的大學生，填寫了學習策略量表以及學習狀況評估表。結果發現，採用深度學習策略者，會提高學科之喜好度、投注程度以及未來學習動機。而策略性學習者，雖然會得到高分，但卻不會增加學科的未來學習動機。未來，若要增加個體的學科投注程度以及未來的學習動機，則需要協助同學採用深度學習策略。

關鍵字

心理學 ； 學習策略 ； 通識教育

並列摘要

In this study, we use the cross-section study to explore the relationship between the learning strategy and the learning status. 163 under-graduated students were included in this study and completed the learning Strategy scale and the learning status questionnaire. The strategy of the deep approach were related to the interesting, involvement and motivation for psychology. The strategy of the surface approach was related to the grade but not to the motivation. In the future, we must teach student using the deep approach for specific.

並列關鍵字

Psychology ； Learning strategy ； General education