本研究旨在以行動研究模式,了解以後設認知策略規劃之成人「人體花藝裝置課程」學習,是否可以增進與改變學習者的認知基模,進而增進學習者之後設認知能力,提升學習成效。本行動研究針對22名學習者,在為期三個月的課程操作中,以量化與質性之混和研究展現其效度,結論如下: 一、人體花藝裝置學習「後設認知」課程設計與實施,學習者初始期望高卻認知不足。 二、學習中學習者顯示對於自我評估知識的延伸應用、問題解決、調整因應策略。 三、花藝學習者共享信念、組合創思、批判成長之能力建構。 四、學習後,學習者擁有技能的自我管理、評鑑認知策略學習發現原理、自我管理的反思變化之能力。 五、成人「人體花藝裝置課程」自我管理知識,敘述性程序性條件性三大層面之學習有明顯提升。
This study aimed to use action research model,to explore metacognition strategies planning for learning "Human body Flower Installation Art " course suggests it can enhance and change the learner's cognitive schema, and thus enhance the learners metacognitive ability,also to improve their Metacognitive skills and Learning effectiveness.This action research study for 22 learners, in the course of the three-month operation employed of both quantitative and qualitative methods to exhibit the measures of its reliability、 validity and Rigor.Conclusions are as follows: 1.A body of learning floral device "metacognition" curriculum design and implementation, initial high expectations of learners and not enough awareness. 2.The study shows that for self-assessment of learners extends the application of knowledge, problem solving, coping strategies to adjust. 3.Floral learners shared beliefs, portfolio creative thinking, critical capacity growth of the construction. 4.After learning, learners have the skills of self-management, evaluation study found that the principles of cognitive strategies, the ability to reflect changes in the self-management. 5.Adult "human Floral device Course" self-management knowledge, narrative procedural conditions of the three levels of learning have improved significantly.