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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6597

Title: 國中生自我導向學習研究--以自然與生活科技學習領域為例
Other Titles: A Study of the Self-Directed Learning of Students in Junior High School --- A Case of Science and Technology
Authors: 林慶昌
Contributors: 郭秋勳
Chu-Hsun Kuo, Ph.D
林慶昌
Ching-Chang Lin
Keywords: 自我導向學習;學習行為;自學式教材;學業成就
self-directed learning;learning behavior;self-instructional material;academic performance
Date: 2004
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 摘 要

本研究旨在探究不同背景變項(性別、社經背景)之國中學生,其自我導向學習學傾向的差異情形。分析自我導向學習、高低自我導向學習傾向對國中生學習行為的影響。分析自我導向學習、高低自我導向學習傾向對國中生學業成就的影響。依據研究結論,提出對國中生學習輔導之具體建議。
本研究採用準實驗設計來進行實驗處理,以台中市立立人國民中學九十二學年度七年級學生705人為研究對象,樣本數共111人。實驗組採「自我導向學習」、「自我導向學習與自學式教材」兩組,控制組採「傳統式教學」來進行教學實驗研究。以研究者編製之「自我導學習教學手冊」、「自我導向學習傾向量表」、「學習行為問卷」為研究工具,並以描述統計、t-考驗、單因子變異數分析和二因子變異數分析等方法進行統計處理。
本研究之重要發現如下:
一、不同性別國中生在「自我導向學習傾向」量表上有顯著差異,女生的得分高於男生。
二、父母社經背景不同的國中生在「自我導向學習傾向」量表上均無顯著差異。
三、母親社經背景較高組之國中生在「自我導向學習傾向」量表上得分平均數比其他兩組低。
四、不同實驗處理的國中生在「學習行為」上沒有顯著差異。
五、不同自我導向學習傾向之國中生在「學習行為」上具有顯著差異。
六、不同實驗處理、自我導向學習傾向之國中生在「學習行為」上沒有交互作用存在。
七、不同的實驗組中自我導向學習傾向高的學生在「學習行為」量表上之平均得分,顯著高於自我導向學習傾向低的學生。
八、不同實驗處理之國中生在學業成就上沒有顯著差異。
九、不同自我導向學習傾向之國中生在學業成就上具有顯著差異。
十、不同實驗處理、自我導向學習傾向之國中生在學業成就上沒有交互作用存在
十一、不同的實驗組中,不同自我導向學習傾向的之國中生,其學業成就並無顯著差異。
本研究最後根據研究結果提出建議數則,以供家長、教師、學校行政人員及未來研究者參考。
Abstract
The main purposes of this study were to explore the relationships among learning behavior, self-directed learning, and academic performance of junior high school students.
To fulfill the stated purposes, a quasi-experiment design method was adopted in this research to conduct a 12-week experimental teaching in Li-Jen junior high school at Taichung, Taiwan. A total of 111 randomly selected students participated in this research were in their first grade of junior high. The statistical methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, and two-way ANOVA.
The conclusions of this study were summarized as follows:
1.There were significant differences in students' self-directed learning readiness concerning gender.
2.Significant differences were found in students' self-directed learning readiness based on social-economic status.
3.The students, who have higher mother’s social-economic status than the other two groups have lower self-directed learning readiness.
4.Significant differences were not found in students’ learning behavior based on the different experimental design .
5.Significant differences were found in students’ learning behavior based on the different self-directed learning readiness.
6.There were no significant interaction effects in different experimental designs and self-directed learning readiness regarding students’ learning behavior.
7.Among different experimental designs, the significant differences were both found in students’ learning behavior based on different self-directed learning readiness.
8.Significant differences were not found in students’ academic achievements based on the different experimental design.
9.Significant differences were found in students’ academic achievements based on the different self-directed learning readiness.
10.There were no significant interaction effects among different experimental designs and self-directed learning readiness regarding students’ academic achievement.
11.Among different experimental designs, the significant differences were both not found in students’ academic achievements based on the different self-directed learning readiness.

Finally, some concrete suggestions for parents, teachers, schools, and future study were proposed according to the results.
Appears in Collections:[教育研究所] 博碩士論文

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