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研究生: 蔡育亭
Yu-Ting Tsai
論文名稱: 學習支持與課室目標結構對大學生程式設計學習成效與自我調整策略之影響
指導教授: 陳明溥
Chen, Ming-Puu
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2008
畢業學年度: 96
語文別: 中文
論文頁數: 129
中文關鍵詞: 學習支持課室目標結構自我調整策略
英文關鍵詞: learning support, classroom goal structures, self-regulated learning strategies
論文種類: 學術論文
相關次數: 點閱:165下載:26
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  • 本研究主要目的在探討學習支持與課室目標結構對大學生程式設計學習成效、自我調整策略與學習態度的影響。研究對象為一年級大學生,這些對象皆已修習過Visual Basic基礎語法、運算式、判斷敘述等課程進度,因此,學習者具備程式語言基礎知識。
    研究設計採因子設計之準實驗研究法,自變項包含學習支持與課室目標結構。學習支持分為後設認知性學習支持及程序性學習支持兩種;課室目標結構依據目標理論分為趨向精熟課室目標結構、逃避精熟課室目標結構、趨向表現課室目標結構、逃避表現課室目標結構四個向度。依變項包含學習成效、自我調整學習策略及學習態度。學習成效指學習者在實驗教學結束後,實施程式設計成效測驗,以瞭解不同學習支持對學習者學習成效之影響;自我調整策略則採用「自我調整策略量表」,以瞭解學習者在學習歷程中,認知調整策略、動機及情感調整策略、資源管理調整策略的使用情形;學習態度則是瞭解學習者對於學習效果滿意程度、學習支持接受程度及解題學習單幫助程度之感受與看法。
    研究結果發現:(1)「後設認知性學習支持」有助於提升學習者程式設計之學習成效;(2)學習支持是促進自我調整的關鍵因素之一;(3)學習者對於學習態度均持正向肯定的態度。

    第一章 緒論…………………………………………………01 第一節 研究背景與動機 ………………………………01 第二節 研究目的與待答問題……………………………04 第三節 研究範圍與限制…………………………………05 第四節 名詞釋義…………………………………………06 第二章 文獻分析……………………………………………10 第一節 程式設計教學……………………………………10 第二節 鷹架學習…………………………………………15 第三節 課室目標結構……………………………………22 第四節 自我調整…………………………………………28 第三章 研究方法……………………………………………38 第一節 研究對象…………………………………………38 第二節 研究設計…………………………………………40 第三節 研究工具…………………………………………42 第四節 實驗程序…………………………………………49 第五節 資料處理與分析…………………………………51 第四章 結果與討論…………………………………………55 第一節 先備知識對學習成效影響之檢視………………55 第二節 程式設計之學習成效分析………………………57 第三節 自我調整策略分析………………………………61 第四節 先備知識對學習態度影響之檢視………………71 第五節 學習態度分析……………………………………73 第五章 結論與建議…………………………………………89 第一節 結論………………………………………………89 第二節 建議………………………………………………91 參考文獻……………………………………………………93 附錄一 課室目標結構量表…………………………………103 附錄二 後設認知性學習支持教材…………………………105 附錄三 程序性學習支持教材………………………………113 附錄四 自我調整策略量表…………………………………121 附錄五 學習成效測驗………………………………………124 附錄六 學習態度問卷………………………………………128

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