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研究生: 劉恬妏
LIU, TINE-WEN
論文名稱: 國中生學習風格對學習歷程影響之研究-以國中綜合活動領域童軍教育教學為例
The Study of the Effects of Junior High School Students’ Learning Styles on Learning Process : A Case on Integrated Activities Area with Teaching of Scouting Education in Junior High School.
指導教授: 蔡居澤
Tsai, Ju-Tse
學位類別: 博士
Doctor
系所名稱: 公民教育與活動領導學系
Department of Civic Education and Leadership
論文出版年: 2016
畢業學年度: 104
語文別: 中文
論文頁數: 313
中文關鍵詞: 學習風格學習行為微小發生學習分析體驗學習歷程童軍
英文關鍵詞: Learning Styles, Learning behavior, Microgenetic Learning Analysis, Experiential Learning Process, scouting
DOI URL: https://doi.org/10.6345/NTNU202205068
論文種類: 學術論文
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  • 本研究旨在探討學生在學習歷程影響因素,使用微小發生學習分析方法透過歷程分析來探討國中學生在童軍體驗活動中所持有的信念、學習風格、意向及學習行為,並分析學習風格之訊息接收與表現的偏好,對於學習行為表現的關係。本研究以方便取樣,共蒐集了嘉義地區某國中298位學生學習風格資料及學習歷程反思資料,進行學習歷程分析,並從中選取九種學習風格典型學生,每種類型兩位,共十八位學生進行歷程分析,以瞭解典型學習風格偏好的學生在面臨學習任務時,其信念、態度、意向及最後表現出來的學習行為,進而探討學習風格對學習歷程的影響。
    研究結論有:1.學生持有學習風格類型以均衡型的人數最多,而想像型最少,且在課程後學習風格有更典型的趨勢;2.學生在訊息接收上的歷程發展有一致性的特性,在學習歷程中,可以發現信念、態度、意向會影響學習行為,提升學習行為的控制能促使學習風格的轉動或擴展;3.學生的內在信念有可能影響學習風格,給予適時引導,轉化信念、態度,可提升行為意向及行動力;4.從在行為層次探究可發現具有概念層次的經驗學習理論、從具概念層次的學習歷程探究可呈現學習風格對學習歷程脈絡。本研究的建議:1.由內在的信念到外在行為為觀點的思維,有可能需要再設計信念實驗,以瞭解個人對於態度的態度;2.在臺灣有很多人從事體驗教育活動,很少有參與人員之過程經歷的研究,後續研究可再進行後設分析,以對比國外與臺灣學生的差異。3.經驗、感知、領會及概念化,可能都會個體在心理層面瞬間處理完成,而國中學生在口語表達心理意涵部份尚未成熟,建議若需要深入研究,可先從成年人著手,較有利於於資料的蒐集。

    第一章 緒論 1 第一節 問題背景、重要性與動機 2 壹、研究背景 2 貳、研究重要性 4 參、研究動機 5 第二節 研究目的與問題 7 第三節 名詞釋義 8 第四節 研究範圍與限制 11 第二章 文獻探討 13 第一節 認知性格對學習行為的影響 13 壹、認知性格型態與行為 13 貳、Kolb的學習理論與相關研究 15 第二節 信念與意向在行動模式的研究 29 壹、信念、意向與學習 29 貳、行為理論的相關研究 32 參、學習型態層次對TPB理論的啟發 37 第三節 現象分析學方法論與微小發生學習分析研究方法 43 壹、現象分析學 43 貳、微小發生學習分析方法論 44 第三章 研究設計與實施 51 第一節 研究架構 51 第二節 研究方法 52 壹、現象現學方法論 52 貳、微小發生學習分析研究方法 52 第三節 研究設計與流程 55 第四節 研究參與者 57 壹、確立研究參與者 57 貳、研究參與者的選取 57 第五節 研究工具與信效度說明 60 壹、研究工具 60 貳、研究信度、效度 65 第六節 資料蒐集與分析 67 壹、研究安排 67 貳、資料蒐集 68 參、資料分析 68 肆、資料推論 71 第七節 前導研究結果與討論 73 第四章 研究結果與討論 89 第一節 學生的學習風格調查與分析 89 壹、學生持有的學習風格表現 89 貳、學生於體驗課程後的學習風格表現 96 參、學生在體驗課程前後的學習風格比較 102 第二節 不同學習風格學生的學習歷程表現 126 壹、主動型學生的學習歷程 126 貳、體驗型學生的學習歷程 142 參、想像型學生的學習歷程 159 肆、反思型學生的學習歷程 178 伍、分析型學生的學習歷程 195 陸、思考型學生的學習歷程 213 柒、決定型學生的學習歷程 229 捌、行動型學生的學習歷程 246 玖、均衡型學生的學習歷程 263 第三節 綜合討論 280 壹、學生偏好的學習風格 280 貳、學生的童軍體驗學習歷程及其影響因素 283 參、學習風格對學習態度、學習意向與學習行為的影響 287 肆、比較不同學習風格在童軍體驗學習歷程中的表現 290 第五章 結論與建議 295 第一節 研究結論 295 第二節 研究建議 300 壹、對本研究之建議 300 貳、對後續研究之建議 302 參考文獻 304 附錄 310

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