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研究生: 劉昌鑫
Liu, Chang-Hsin
論文名稱: 國中普通生及資優生自主學習之調查研究
A Survey on Autonomous Learning of Regular Students and Gifted Students in Junior High School
指導教授: 于曉平
Yu, Hsiao-Ping
口試委員: 潘裕豐
Pan, Yu-Fong
李乙明
Li, I-Ming
于曉平
Yu, Hsiao-Ping
口試日期: 2022/01/12
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2022
畢業學年度: 110
語文別: 中文
論文頁數: 139
中文關鍵詞: 自主學習資優學生自我導向學習自我調整學習
英文關鍵詞: Autonomous learning, Gifted students, Self-directed learning, Self-regulated learning
研究方法: 調查研究
DOI URL: http://doi.org/10.6345/NTNU202200205
論文種類: 學術論文
相關次數: 點閱:119下載:33
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  • 本研究為了解國中普通及資優學生自主學習之現況,並透過不同背景變項來分析普通及資優學生在自主學習現況的差異情形。
    本研究採用問卷調查法來收集資料,係以自編之「國中學生自主學習問卷」為研究工具。以北、中、南七縣市普通及資優學生為研究對象,共得普通學生247份、資優學生174份。研究結果運用SPSS統計軟體23版進行描述統計、t檢定、單因子變異數分析等統計方法,獲知以下結論:
    一、國中普通學生在自主學習內部因素平均值3.55,而在自主學習外部因素中平均值3.70,兩者皆屬於大部分符合到尚可之間,而普通學生外部與內部因素各層面相關皆達顯著。
    二、國中資優學生在自主學習內部因素平均值3.82,而在自主學習外部因素平均值為3.92,兩者皆屬於大部分符合到尚可之間,而資優學生外部與內部因素各層面相關皆達顯著。
    三、不同性別國中生於自主學習內在個人因素的技巧,及外在環境因素的師長支持皆有達顯著差異。不同學業成就程度國中學生於自主學習內在個人因素的動機、能力、個人技巧,以及外在環境因素的正向氛圍、師長支持、學習調整皆有顯著差異。
    四、普通與資優學生於自主學習內在個人因素的動機、能力、個人技巧,以及外在環境因素的正向氛圍、師長支持、學習調整皆有顯著差異。
    五、不同性別、類別、獨立研究經驗之國中資優學生自主學習的內外在因素皆無統計上的顯著差異。
    統合上述結果,針對整體教育、資優教育及後續研究提出相關建議。

    關鍵字:自主學習、資優學生、自我導向學習、自我調整學習

    The purpose of the study was to understand the current situations of regular students’ and gifted students’ autonomous learning in Taiwan. With different background variables, the differences in regular students’ and gifted students’ autonomous learning were analyzed.
    Autonomous Learning Questionnaire for Junior High School Students, a questionnaire, was designed for obtaining the data. There were regular students and gifted students from northern, middle, and southern Taiwan chosen as participants. There were 247 valid questionnaires from regular students and 174 valid questionnaires from gifted students. The data were analyzed through statistical methods of descriptive statistics, t-test, one-way ANOVA. The results of the study were as follows,
    1.Regular students got an average of 3.55 in intrinsic factors of self-learning and an average of 3.70 in extrinsic factors of self-learning, showing their current autonomous learning situations are most in line with the description. As for the correlation, there were significant correlations between all aspects of autonomous learning’s intrinsic and extrinsic factors.
    2.Gifted students got an average of 3.82 in intrinsic factors of autonomous learning and an average of 3.92 in extrinsic factors of autonomous learning, showing their current autonomous learning situations are most in line with the description. As for the correlation, there were significant correlations between all aspects of autonomous learning’s intrinsic and extrinsic factors.
    3.Between different genders, there were significant differences in “strategy” and “teachers’ support”. As for different levels of academic performances, there were significant differences in “motivation”; “competence”; “strategy”; “positive atmosphere”; “teachers’ support”; and “learning adjustment.”
    4.Between regular and gifted students, there were significant differences in “motivation”; “competence”; “strategy”; “positive atmosphere”; “teachers’ support”; and “learning adjustment.”
    5.Between all background variables, there were no significant differences in all aspects of gifted students’autonomous learning.
    Following the results, some suggestions for general education, gifted education, and future researchers were offered.

    Keywords: Autonomous learning, Gifted students, Self-directed learning, Self-regulated learning

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與研究問題 7 第三節 名詞定義 10 第二章 文獻探討 13 第一節 自主學習的定義 13 第二節 自主學習的重要因素 18 第三節 自主學習的評量構念 25 第四節 資優學生自主學習相關研究 28 第三章 研究方法 33 第一節 研究架構 33 第二節 研究對象 34 第三節 研究工具 39 第四節 研究流程 58 第五節 資料處理 61 第六節 研究倫理 62 第四章 結果與討論 63 第一節 國中普通學生自主學習現況 63 第二節 國中資優學生自主學習現況 71 第三節 不同背景變項國中學生於自主學習的差異情形 79 第四節 不同背景變項資優學生於自主學習的差異情形 86 第五節 普通學生與資優學生自主學習討論 93 第五章 結論與建議 97 第一節 結論 97 第二節 建議 103 參考文獻 107 附錄一 內容效度問卷 116 附錄二 預試問卷 124 附錄三 正式問卷 131

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