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研究生: 蔡其瑞
Tsai, Chi-Ruei
論文名稱: 初始效應與動作技能學習相關之研究
Primacy Effect on General Technology Skill Learning
指導教授: 洪榮昭
Hong, Jon-Chao
學位類別: 博士
Doctor
系所名稱: 工業教育學系
Department of Industrial Education
論文出版年: 2018
畢業學年度: 106
語文別: 中文
論文頁數: 158
中文關鍵詞: 技能學習初始效應探究學習示範教學
英文關鍵詞: skill learning, primacy effect, inquiry-based learning, shadowing
DOI URL: http://doi.org/10.6345/DIS.NTNU.DIE.001.2019.E01
論文種類: 學術論文
相關次數: 點閱:261下載:14
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  • 因應現今創客 (maker) 教育思潮興起,創客通用技術教育也逐受到各界重視。然而,多數學生使用手工具進行基礎加工時,受學習或使用經驗影響,造成工具使用錯誤、加工效率低、危險動作行為等情況,這種由於個體過去學習經驗影響現在學習成效,即過去經驗引起的初始效應。ACT-R理論認為技能學習可分為步驟性知識及理論性知識,並透過認知系統的操作性模組展現技能學習成果。基此,本研究將以線鋸鋸切作業為主題,探討初始效應對動作技能學習之影響,應用探究教學是否能有效改善其技能學習效果,再進一步分析不同性別及學習風格對技能學習成效是否有顯著差異。此外,本研究亦將探討動手做自我效能、後設認知、及動手做信心提升之相關性。研究結果支持探究教學較示範教學更能有效提升曲線鋸切表現,降低初始效應影響,且探究學習的線鋸技能學習成果保留效果較長且平穩。差異分析方面,示範教學組的女生在曲線鋸切表現進步量顯著大於男生;不同認知風格學習者在鋸切表現進步量皆無顯著差異。研究結果顯示,動手做自我效能與後設認知呈正相關、後設認知與動手做信心提升亦呈正相關。最後,基於研究結論,提出本研究之研究貢獻與後續研究建議供參。

    People attach the importance to general hands-on making skills because there is a Maker trend in recent years. Primacy effect is caused by people’s prior learning experiences and might affected their learning outcomes. The Adaptive Control of Thought – Rational theory (ACT-R) divided skill learning knowledge into procedural knowledge and declarative knowledge, and people can perform the learning effect through manual module in cognitive system. Thus, the present study explored the primacy effect on hand saw usage, analyzed the learning effect of inquiry-based learning, and compared the differences between different learning styles and different genders. The results indicated that inquiry-based learning can significantly improve the participants’ curve sawing performance, and also significantly decrease in the primacy effect. The study also provided an empirical evidence that the learners who adopt inquiry-based learning may have a long-term learning performance retention than learning by shadowing. The results showed that there has significantly differences in learning progress that female students in shadowing got better progress on sawing a curve line than males in shadowing. According to the result, self-efficacy on hands-on making is positively related to metacognition, and metacognition is also positively related to self-confidence enhancement. Based on the research results, the study proposed the contribution and some suggestions for the future study.

    摘要 i Abstract ii 目次 iii 表次 v 圖次 vi 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 6 第三節 名詞解釋 8 第二章 文獻探討 11 第一節 手工具的肢體動作分析 11 第二節 動作技能學習理論 18 第三節 動作技能教學法 31 第四節 記憶與遺忘 34 第五節 探究式學習 41 第六節 自我效能 46 第七節 後設認知 48 第八節 自我信心 54 第三章 研究設計與實施 57 第一節 研究流程 57 第二節 研究方法與架構 59 第三節 研究對象 69 第四節 研究步驟 70 第五節 研究工具 71 第六節 資料處理 78 第四章 資料分析 85 第一節 差異分析 85 第二節 時間序列分析 95 第三節 相關分析 97 第五章 結論與建議 103 第一節 研究結論 103 第二節 研究限制與建議 107 第三節 研究貢獻 110 參考文獻 113 中文部分 113 英文部分 114 附錄一 線鋸使用自我效能、自信提升與後設認知問卷 156

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