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研究生: 徐椿樑
Hsu chun-liang
論文名稱: 鷹架學習理論在專業技術教學的成效分析之研究
The Effency Analysis of Technique Courses Teaching with Scaffolding Learning Theory
指導教授: 莊謙本
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: 2001
畢業學年度: 89
語文別: 中文
論文頁數: 177頁
中文關鍵詞: 鷹架學習可能發展區建構主義專業技術傳統教學教學策略
英文關鍵詞: scaffolding, zone of proximal development, contructivism, technique, traditional instruction, teaching strategies
論文種類: 學術論文
相關次數: 點閱:256下載:30
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  • 中文摘要
    本研究目的在於探討應用鷹架學習理論在專科學校專業技術科目『微處理機介面技術』教學的教學成效。經研究者以「鷹架學習理論」編訂微處理機介面技術實驗教學教材,再進行實驗教學。期望以實驗教學的結果,進行教學成效分析,以研究發現建立一套以鷹架學習理論建構的教學模式,進而對傳統式的專業技術教學缺失提出改進的建議。
    本研究分為四個主要研究階段:第一階段著重在目前專業技術教現況的陳述,導引研究動機、研究目的與研究假設;以及探討鷹架學習理論的相關文獻,進而確立研究架構與研究方法。第二階段著重在依據鷹架學習理論探討後的論述心得,設計相關的實驗教學計畫與編訂微處理機介面技術「鷹架學習理論實驗教學教材」;第三階段以鷹架學習理論進行實驗教學;第四階段將對實驗教學的結果,進行教學成效分析。並以研究發現對現行的專業技術教學提出以鷹架學習理論建構的專業技術科目教學模式以及改進傳統式教學的具體建議。
    本研究經由文獻分析、專家座談確立研究的主要架構與方法,研究者自行設計專用的『微處理機介面技術』實驗教學教材,採用準實驗研究的歷程,以新埔技術學院電機科四年級學生為受試對象,進行實驗教學。於學期結束時,對實驗組與控制組學生實施『微處理機介面技術學習成就測驗』、八項實作技術能力檢定測驗與學生學習滿意度反應調查。研究資料經統計分析其教學成效及學生學習滿意度的反應情形,發現無論在專業技術成就測驗或八項實作技術能力檢定測驗,實驗組與控制組差異均達到顯著水準。且關於反應兩組學生情意表現的學習滿意度反應結果,也達到顯著水準。同時也發現如果以微處理機介面技術的專業知識分類:描述性知識、程序性知識、經驗性知識來看,應用鷹架學習理論的教學模式在三種分類上,實驗組皆優於控制組,尤其在用到高層次心智活動的程序性、經驗性知識的成就表現差異更大。證實採用以鷹架學習理論建構的教學模式的教學成效,確實優於傳統式的教學模式。進而以研究結果對現行的專業技術教學有關的政策面、執行面、及專業技術教師應用鷹架學習理論教學的實務面,提出具體建議。期望能以個人的研究,引起更多專業技術教師投入教學理論與教材研發,以提昇我國專科學生的專業技術能力。
    關鍵詞:鷹架學習理論、專業技術、教學模式、準實驗研究

    Abstract
    The purpose of this study was to investigate an efficient teaching method implemented with Scaffolding Learning Theory for instructing technology theory & lab courses-- 「Microprocessor Interface Technique」 in Junior College. The teaching experiment was held after Scaffolding Learning Theory related literature reviewing and building up 「The experimental Teaching Materials for Microprocessor Interface Technique 」 by researcher. A teaching model set up with Scaffolding Learning Theory and practical suggestions were proposed to improve the weakness of traditional teaching methods for technology courses.
    There were four main stages in this study:the first research stage focused on related literature review of Scaffolding Learning Theory. The second research stage focused on editing experimental teaching materials and arranging teaching activities with Scaffolding Learning Theory. The third stage worked on implementing experimental teaching. The forth stage focused on teaching effectiveness analysis according to the experimental teaching result and proposing practical suggestion for technology courses teaching.
    The research structure and procedures were established certainly after related literature review and experts’ panel discussion. The experimental teaching material was designed by researcher and through experts’ evaluation to verify its availability for instruction. The experimental teaching program was implemented to the forth grade students of Electrical Engineering Department in S.J&S.M Technology Institute under Quasi-experiment design. It was evident that the result of this experimental research showed the significant difference in both academic achievement test and practical technique of Microprocessor Interface after the Multivariate Analysis of Variance. Also, the student’ achievement through teaching method implemented with Scaffolding Learning Theory were obviously superior to that of traditional teaching method, especially in the procedural & conceptual knowledge domain,in which high mental ability is necessarily needed, within declarative, procedural, conceptual knowledge domain。
    To prompt the professional technique of students in Junior College, suggestions to improve teaching effectiveness were given to both the teachers cultivation administration department and teachers teaching technology courses as well as a teaching model with Scaffolding Learning Theory.
    Key words:Scaffolding Learning Theory, professional technique, teaching model, Quasi-experiment

    總目錄 謝 誌……………………………………………………………………………I 中文摘要………………………………………………………….…..…....……II 英文摘要…………………………………………………………………..……IV 總目錄…………………………………………………………..………….…...VI 圖目錄……………………………………………………………………..…….X 表目錄…………………………………………………………….…….………XI 第一章 緒 論………..……………………….…………….…………....….…1 第一節 研究緣起與動機………………….…………………………….…1 壹、 研究緣起…………………………….…………….……...….……1 貳、 研究動機...…………………………….………………….……….5 第二節 研究目的………………………………………….………….……7 第三節 研究假設………………………………………………….……….7 第四節 研究的重要性……………………………………………………..8 第五節 研究範圍與限制………………………….………..………...…..10 壹、 研究對象範圍……………………………….….…..……………10 貳、 研究限制…………………………………….…...………………11 第六節 名詞解釋………………………………………….…..……….…11 壹、 鷹架………………………………..………….……...…………..11 貳、 學習可能發展區……………………………...………….………12 參、 建構主義……………………………….….………......…………12 肆、 專業技術..…………………………………….………..…….…..12 伍、 傳統教學........…………….........………………….......................13 陸、 教學策略…...……………….……………...…………….………13 第二章 文獻探討…………………………………..….………………………15 第一節 建構主義的學習理論……………………...………....………….15 壹、 建構主義的源起與內涵………………………………………….15 貳、 皮亞傑的認知發展理論.…..……………………….…..…....……17 參、 知識建構論…………………………………………….…….……19 肆、 建構主義學習的評量方式…………………………….……...…..22 伍、 建構主義學習理論的綜合評析..…………………………………23 第二節 鷹架學習理論……………………..…………………..….…..….25 壹、 鷹架學習理論的心理學基礎 ………………..………...……….25 貳、 Vygotsky的鷹架學習理論總論..…………………..…...……….37 參、 社會建構主義的互動學習模式…………………………………41 肆、 鷹架學習理論、建構主義、與皮亞傑的學習理論的評析……43 伍、 鷹架學習理論與合作學習………………………………………46 陸、 鷹架學習理論與契約學習………………………………………50 柒、 知識分類在鷹架學習裡的意義…………………………………52 捌、 鷹架學習的鷹架建構歷程與ZPD發展的指標………………...54 第三節 教學目標的內涵…………………………...…………………….55 壹、 認知領域的教學目標…………………….……………………...56 貳、 情意領域的教學目標…………...………….………………...….59 參、 技能領域的教學目標……………………………………………61 第四節 鷹架學習理論應用實例與文獻探討後的啟示………………....64 壹、 鷹架學習理論的應用實例..…………..…………...…………….64 貳、 文獻探討後對研究的啟示…..…..…………………...……...…..68 第三章 研究設計………………………………………………….....………..70 第一節 研究架構…………………………………………….…………...70 第二節 研究方法與設計…………………………...……………...……..72 壹、 實驗研究母群與樣本選取………………….……..…………….72 貳、 實驗工具設計………………………………………...……….…72 參、 實驗教學實施方式及時間………………………………………73 肆、 實驗工具的信度與效度…………………………………………74 伍、 實驗無關變相因素的控制………………………………………74 陸、 實驗資料的統計與分析…………………………………………75 柒、 建構於鷹架學習理論的實驗教材編製…………………………75 第三節 以鷹架學習理論的教學計畫設計實例…………………………89 第四節 研究步驟…….……………………………………………..….....98 第四章 資料的統計與分析.…………………….…………………………....101 第一節 資料的統計說明...…....……………...….……………………...101 壹、 資料的蒐集………………...…………………………….….….101 貳、 資料的統計與分析………...………………………...……...….109 第二節 研究發現…………………………………….....………….....…140 壹、 由量的分析發現結果………..………………….……..…..…...140 貳、 由成就測驗中內容分類的答題分散情況發現………….…….141 參、 由實施鷹架實驗教學過程中發現……………………………..144 第五章 結論與建議……………..……………..……………………………..155 第一節 研究結論……..………………………………………………....155 第二節 建議……………………………………..…………………..…..159 壹、 對實施鷹架學習理論的專業技術教學建議………..……..…..159 貳、 對技術教學相關政策的建議………………………..……..…..165 參、 未來的研究發展方向……………………………………….….168 參考書目………………………………………………………………………169 附錄一 鷹架學習理論實驗教學校材…..………………………..….……180 附錄二 微處理機介面技術測驗題目雙向分析細目表……………...…..322 附錄三 微處理機介面技術學習成就測驗………………….…..………..324 附錄四 學生學習滿意度反應表…..………………………..……….……331 附錄五 學習契約範本…..………………………..……………….....……332 附錄六 分組討論紀錄單…..…………………………….………..………333 附錄七 鷹架教學實例…………………………………………………….335 附錄八 鷹架實驗教學專業技術檢定試題……………………………….363 附錄九 專家效度意見評核表…………………………………………….388 圖目錄 圖1-1 技術能力等級區分表....…………………………….……..………8 圖2-1 建構主義學習認知內化歷程概念圖..……….……………….…..24 圖2-2 Doolittle’s ZPD動態發展圖….…………………… …………….30 圖2-3 Vygostky’s 語言社會文化工具意義概念圖.….…………………37 圖2-4 Vygotsky的可能發展區與鷹架學習的概念圖..…………………38 圖2-5 布魯姆之知識發展分類表..………………………………………56 圖2-6 克拉斯渥爾之情意發展分類表……………………………..……59 圖2-7 哈柔之技能技能發展分類表……………………..………………62 圖3-1 鷹架學習理論建構技術教學研究架構圖……………..…………71 圖3-2 專業技術鷹架學習實驗教材單元編制概念示意圖……..………84 圖3-3 專業技術學習過程之學習鷹架建構概念圖…………...………...85 圖3-4 研究步驟………………………………………………...………..100 圖5-1 鷹架學習理論在專業技術教學之應用模式.………..…………..160 表目錄 表2-1 鷹架理論與傳統學習理論的比較表…………………..………….41 表2-2 合作學習的教學活動設計表……………...………………………49 表3-1 知識分類表…………………………………………………...……93 表4-1 五年級學生微處理機介面技術與其相關科目原始成績表..…...105 表4-2 四年級學生其他與微處理機介面技術相關科目原始成績表….106 表4-3 實驗組微處理機介面技術成績一覽表………….………………107 表4-4 控制組微處理機介面技術成績一覽表……………….…………108 表4-5 與微處理機介面技術有關課程之相關一覽表………….………110 表4-6 實驗組與控制組成就測驗成績比較…………………………….110 表4-7 各組變異數同質性檢定表…………………………..…………...111 表4-8 迴歸同質性摘要表…………………………………..…………...112 表4-9 單因子成就測驗共變數分析結果摘要表……………….………112 表4-10 不同組別學生在各項技能檢定得分情形….…………...……….114 表4-11 鷹架實驗教學技能檢定單因子多變量重複量數變異數考驗.....115 表4-12 不同組別學生在各類技術成績的單純主要效果檢定……...…..116 表4-13 不同組別學生學習微處理機介面技術滿意度反應結果…….....131 表4-14 不同組別學生在成就測驗知識分類與答對率的比較分析表….147

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