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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14610

Title: 不同學習動機類型學生對國中理化教師教學策略之學習感受-個案研究
Junior High School Students with Different Learning Motivation Styles Their Perceptions Toward Physical Science Teacher's Teaching Strategies-A Case Study
Authors: 黃淑菁;段曉林
Contributors: 科學教育研究所
Keywords: 學習動機;學生;國中;理化教師;教學策略
Date: 2001-08
Issue Date: 2012-11-22T07:44:33Z
Publisher: 彰化師範大學科學教育研究所
Abstract: 本研究旨在探究一班國三學生,在個案教師所採用的理化教學策略下,學生的學習反應,並以六位個案學生為例,探討不同學習動機類型之學生對教師所採用之教學策略之知覺。
The study aims to investigate one class of junior high school students with different learning motivation styles their perceptions of physical science teacher’s teaching.
A combination of qualitative and quantitative methods were used in this study. A junior high school physical science class with an experience physical science teacher and various ability students was selected in the study. Data were collected by classroom observation, interview, and questionnaire. Findings were generated by constant compare and contrast with both qualitative and quantitative data.
The findings indicated that student’s various motivation styles included intrinsic learning motivation, extrinsic learning motivation, selected learning motivation and avoidance learning motivation. Among various teaching strategies teacher used, some strategies, such as using students’ prior knowledge, daily life examples, and experiment were more toward constructive teaching, and could facilitate students construct knowledge. However, other teaching strategies, such as introducing formulas, doing exercise, asking questions and giving quiz belonged to traditional instruction. The teacher’s instructional strategies were more like constructive approach could have positive influence to students’ with various learning motivation styles toward physical science. Students’ perceptions of physical science, teacher’s teaching indicated majority of students with different learning motivation styles liked to engage the experiments. When they succeeded on learning, it could enhance their learning motivation. Students with selective and avoidance motivation didn’t like to think, calculate, or remember formulas. Students with intrinsic and extrinsic motivation thought good student and teacher interaction could enhance their learning motivation. Students with selective and avoidance motivation preferred to have concrete and daily live oriented teaching. They expected teacher cared for them but didn’t need intensive student- teacher interaction.
Relation: 科學教育, 11: 122-143
Appears in Collections:[科學教育研究所] 期刊論文

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