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 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
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
李亭儀、楊仁仁、徐志輝、張梅香(2011):有氧舞蹈課程滿意度量表編製之研究。運動健康休閒學報,2,47-57。
阮孝齊 (2015):國中學生學校歸屬感影響模式之研究。當代教育研究季刊,23(3),81-123。
宋沛寰 (2015):資優生自我調整學習策略運用及心流經驗(未出版)。國立臺灣師範大學特殊教育學系碩士論文,臺北市。
林吟霞、吳秀霞 (2018):從自主學習觀點探討德國工作站學習法的教學運用。教育脈動,15,1-12。
林昭宇 (2014):「數位原民」與「建構學習」的省思:自主學習性導向之數位藝術創作教學。藝術學報,94,1-28。
林清文 (2002):自我調整課業學習模式在課業學習諮商的應用。 彰化師大輔導學報,23,229 - 275。
洪詠善、盧秋珍 (2017):國中理解與實踐自主學習之案例探究。教育研究月刊,278,30-45。
特教通報網 (2021):109學年度各教育階段資賦優異類特教類型學生統計。取自https://www.set.edu.tw/Stastic_Spc/sta2/doc/stuB_city_All_spckind_C/stuB_city_All_spckind_C_20210320.asp
教育部 (2013):身心障礙及資賦優異學生鑑定辦法。中華民國102年9月2日教育部臺教學(四)字第 1020125519B號令修正發布第 8~14 條條文;並增訂第7-1 條條文。
教育部 (2014):十二年國民基本教育課程綱要總綱。中華民國103年11月發布。
教育部 (2019):資賦優異相關之特殊需求領域課程綱要。中華民國108年7月發布。
許大偉 (2018):教室中,自主學習的實務分享。教育脈動,15,1-11.
陳志恆、林清文 (2008):國中學生自我調整學習策略量表之編製及效度研究。輔導與諮商學報,30(2),1-36。
陳芸珊(2010):國中小學生自主學習策略之使用及其影響因素之研究 (未出版)。臺北市立教育大學課程與教學研究所碩士論文,臺北市。 取自https://hdl.handle.net/11296/774ffp
陳若男 (2011):國小資優生自我引導學習與鷹架支持之研究 (未出版)。國立臺灣師範大學特殊教育所博士論文,臺北市。
黃春木 (2017):中學專題研究實作指南。商周。
張淳雅(2014):聆聽資優生之生命旋律- 敘說三位青少年於資優教育的學習歷程及創意表現。國立臺灣師範大學創造力發展碩士班碩士論文,台北市。 取自https://hdl.handle.net/11296/6z498j
曾冠維(2020):大一新生自主學習能力、自我效能與學業成就相關之研究以中央大學微積分聯合教學為例(未出版)。國立中央大學數學系碩士論文,桃園市。 取自https://hdl.handle.net/11296/7h694k
趙珮晴、余民寧 (2012):自律學習策略與自我效能、學習興趣、學業成就的相關研究。教育研究集刊,58(3),1-32.
鄭章華(2018):十二年國民基本教育課程綱要課程與教學實踐工作計畫-國中階段。新北市:國家教育研究院。
謝依倫(2009):國中小資優資源班學生班級歸屬感之研究。國立臺灣師範大學特殊教育學系碩士論文,台北市。 取自https://hdl.handle.net/11296/k8gj49
鄒欣純(2009):國中生的同儕關係、師生關係與學習適應之相關研究。東海大學教育研究所碩士論文,台中市。 取自https://hdl.handle.net/11296/62y2re
蘇岱崙 (2020):校園心聲:一○八課綱首屆高一師生調查|自主學習真的「自主」嗎?。親子天下。
Alahmad, S., & Najeeb, S. S. R. (2020). Towards Developing Learner Autonomy: An Investigation into the Use of Technology-based Instruction in a Poetry Course. Asian EFL Journal, 27(42), 6-21.
Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139-161.
Ben-Eliyahu, A. (2019). "Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle." Educational Psychologist, 54(2), 84-105.
Benitez, G. S., Castillo, R. C.and Okuno, H. M. (2020). Fostering metacognitive process using active learning in a mechatronic engineering course. IEEE Global Engineering Education Conference, EDUCON.
Betts, G. T., Kapushion, B., Carey, R.J. (2016) The Autonomous Learner Model. In: Ambrose D., Sternberg R.J. (eds) Giftedness and Talent in the 21st Century. Advances in Creativity and Giftedness, vol 10. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-503-6_12
Betts, G. T., & Neihart, M. (1986). Implementing Self-Directed Learning Models for the Gifted and Talented. Gifted Child Quarterly, 30(4), 174-177.
Betts, G. T., & Neihart, M. (2010). Revised profiles of the gifted and talented. Retrieved from http://www.ingeniosus.net/archives/dr-george-betts-and-dr-maureen-neihart-share-revised-profiles-of-gifted
Bolhuis, S., & Voeten, M. J. M. (2001). Toward self-directed learning in secondary schools: What do teachers do? Teaching and Teacher Education, 17(7), 837-855.
Candy, P. C. (1988). Key issues for research in self-directed learning. Studies in Continuing Education, 10(2), 104-124.
Chen, M. B., Wang, S. G., Chen, Y. N., Chen, X. F., & Lin, Y. Z. (2020). A preliminary study of the influence of game types on the learning interests of primary school students in digital games. Education Sciences, 10(4).
Confessore, S. J., & Kops, W. J. (1998). Self-directed learning and the learning organization: Examining the connection between the individual and the learning environment. Human Resource Development Quarterly, 9(4), 365-375.
Cook, D. A., &. Artino, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical Education, 50(10), 997-1014.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205.
Cross, T. L. (1997). Psychological and social aspects of educating gifted students. Peabody Journal of Education, 72(3-4), 180-200.
Dai, D. Y., Moon, S. M., & Feldhusen, J. F. (1998). Achievement motivation and gifted students: A social cognitive perspective. Educational Psychologist 33(3), 45-63.
Deur, Penny Van (2011) Views of Gifted Elementary Students about Self-Directed Learning, Gifted and Talented International, 26:1-2, 111-120, DOI: 10.1080/15332276.2011.11673595
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231-264.
Eccles, J. S., & Wigfield, A. (2016). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Cognitive and Moral Development, Academic Achievement in Adolescence, 131-141.
Fredricks, J., Alfeld, C., & Eccles J. (2010). Developing and Fostering Passion in Academic and Nonacademic Domains. Gifted Child Quarterly, 54, 18-30.
Freedberg, S., Bondie, R., Zusho, A., & Allison C. (2019). Challenging students with high abilities in inclusive math and science classrooms. High Ability Studies, 30(1-2), 237-254.
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.
Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41(3), 125-149.
Guglielmino, L. M. (1978). Development of the Self-Directed Learning Readiness Scale. (Doctoral dissertation, University of Georgia, 1977). Dissertation Abstracts International, 38, 6467A.
Hattie. (2018). Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement. from https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/.
Housand, A., & Reis, S. M. (2008). Self-Regulated Learning in Reading: Gifted Pedagogy and Instructional Settings. Journal of Advanced Academic, 20(1), 108-136.
Hsia, L. H., & Hwang G. J. (2020). From reflective thinking to learning engagement awareness: A reflective thinking promoting approach to improve students’ dance performance, self-efficacy and task load in flipped learning. British Journal of Educational Technology, 51(6), 2461-2477.
Jiusto, S., & DiBiasio, D. (2006). Experiential learning environments: Do they prepare our students to be self-directed, life-long learners? Journal of Engineering Education, 95(3), 195-204.
Kaplan, A., Neuber, A., & Garner, J. K. (2019). An identity systems perspective on high ability in self-regulated learning. High Ability Studies, 30(1-2), 53-78.
Kim, K. J. (2009). Motivational challenges of adult learners in self-directed e-learning. Journal of Interactive Learning Research, 20(3), 317-335.
Knowles, M. S. (1977). Self-directed Learning: A Guide For Learners and Teachers Malcol m Knowles New York: Association Press, 1975. 135 pp., paperbound. Group & Organization Studies, 2(2), 256-257.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.
Lambert, J., Chapman, J., & Lurie, D. (2013). Challenges to the four-channel model of flow: Primary assumption of flow support the moderate challenging control channel. Journal of Positive Psychology, 8(5), 395-403.
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
Lockspeiser, T. (2013). Critical Synthesis Package: Self-Regulated Learning Perception Scale (SRLPS). MedEdPORTAL Publications.
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning." Educational Psychology Review, 20(4), 411-427.
Maker, C. J., & Nielson, A. B. (1995). Teaching models in education of the gifted (2nd ed.). Austin: PRO-ED
McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. New York: Appleton-Century-Crofts.
McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, 47(2), 144-154.
McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.
Melo, B. C. I., Urrizola, C. M., & Villalobos, C. P. (2020). Relationship between self-regulated learning, academic antecedents and sociodemographic characteristics in medical students. Revista Cubana de Educacion Medica Superior, 34(2), 1-18.
Neber, H., & Schommer-Aikins, M. (2002). Self-regulated Science Learning with Highly Gifted Students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59-74.
Pajares, F. (1996). Self-Efficacy Beliefs and Mathematical Problem-Solving of Gifted Students. Contemporary Educational Psychology, 21(4), 325-344.
Pearson (2020). The Global Learner Survey. Retrieved from https://plc.pearson.com/sites/pearson-corp/files/footer-image/pearson-global-learners-survey-2020.pdf
Pintrich, P., Smith, D., Duncan, T., & McKeachie, W. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor. Michigan 48109, 1259.
Risemberg, R., & Zimmerman, B. J. (1992). Self-regulated learning in gifted students. Roeper Review: A Journal on Gifted Education, 15(2), 98-101.
Ryan, R. M., & Deci, E. L. (2002). Overview of self determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY : University of Rochester
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. doi: 10.1016/j.cedpsych.2020.101860
Safapour, E., Kermanshachi, S., & Taneja, P. (2019). A review of nontraditional teaching methods: Flipped classroom, gamification, case study, self-learning, and social media. Education Sciences, 9(4).
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475.
Scott G. Paris & Alison H. Paris (2001) Classroom Applications of Research on Self-Regulated Learning, Educational Psychologist, 36:2, 89-101, DOI:10.1207/S15326985EP3602_4
Siegle, D., & McCoach, D. B. (2005). Motivating Gifted Students. Waco, TX:Prufrock Press
Siegle, D., McCoach, D. B., & Roberts, A. (2017). Why I believe I achieve determines whether I achieve. High Ability Studies, 28(1), 59-72.
Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79(1), 57-68.
Spear, G. E., & Mocker, D. W. (1984). The Organizing Circumstance: Environmental Determinants in Self-Directed Learning. Adult Education Quarterly, 35(1), 1-10.
Treffinger, D. J. (1975). Teaching for self-directed learning: A priority for the
gifted and talented. Gifted Child Quarterly, 19(1), 46-59.
Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children's academic success? Journal of Educational Psychology, 111(5), 877-902.
Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97(3), 468-483.
Wang, X., Dong, L., Lyu, W., & Geng, Z. (2020). Teaching health assessment symptomatology using a flipped classroom combined with scenario simulation. Journal of Nursing Education, 59(8), 448-452.
Zhang, T., Shaikh, Z. A., Yumashev, A. V., & Chład, M. (2020). Applied model of E-learning in the framework of education for sustainable development. Sustainability (Switzerland), 12(16).
Zhao, W., He, L., Deng, W., Zhu, J., Su, A. & Zhang, Y. (2020). The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease. BMC Medical Education, 20(1).
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 329-339.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Zimmerman, B. J. & Martinez-Pons, M. (1990). Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. Journalof Educational Psychology, 82, 51-59.