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系統識別號 U0002-1906201900053800
中文論文名稱 不同課室目標結構對國中生自我調整學習策略與逃避策略影響之研究
英文論文名稱 Research on the Influence of Different Classroom Target Structures on Self-regulated Learning Strategies and Escape Strategies of Middle School Students
校院名稱 淡江大學
系所名稱(中) 教育科技學系數位學習碩士在職專班
系所名稱(英) E-Learning Executive Master’s Program in Educational Technology
學年度 107
學期 2
出版年 108
研究生中文姓名 馮淑梅
研究生英文姓名 Shu-Mei Feng
學號 706740197
學位類別 碩士
語文別 中文
口試日期 2019-06-12
論文頁數 121頁
口試委員 指導教授-沈俊毅
委員-賴阿福
委員-王怡萱
中文關鍵字 課室目標結構  自我調整學習策略  逃避策略 
英文關鍵字 classroom target structures  self-regulated learning strategies  escape strategies 
學科別分類
中文摘要 國中學生的自我調整學習策略應用有隨著年級減低而逃避策略使用有隨著年級增加的趨勢,而自我調整學習策略的提升與逃避策略的降低有助學生成為一個終身學習者。國中學生在學校教室的學習時間很長,教師為課室目標結構的主要形塑者,能積極發揮教育功能。本研究即欲探究不同課室目標結構對國中生應用自我調整學習策略與使用逃避策略之影響。
本研究採用準實驗研究法,以新北市板橋區某國中七年級三個班級學生為研究對象。研究工具為歷史課堂學習問卷,內含自我調整學習策略量表、逃避策略量表。實驗前先對學生進行歷史課堂學習問卷前測,接著三個班級各以不同課室目標結構進行六週教學實驗,教學實驗後進行歷史課堂學習問卷後測與學生個別訪談。資料處理以SPSS統計軟體進行描述性統計分析、相依樣本t檢定、單因子共變數分析。
量化研究結果為多重與精熟課室目標結構對國中生應用自我調整學習策略與使用逃避策略有影響,但無顯著差異。質化訪談結果為分組競賽、合作學習、多元學習活動與加分卡增強學生學習行為。
英文摘要 The self-regulated learning strategies applied by middle school students have a tendency to increase with the use of grades as the grades decrease, while the improvement of self-regulated learning strategies and the reduction of escape strategies help students become lifelong learners. The middle school students have a long time in the school classroom. The teacher is the main shaper of the classroom goal structure and can play an important role in the education. This study is intended to explore the impact of different classroom objectives on the application of self-regulated learning strategies and the use of escape strategies by national students.
This study used the quasi-experimental research method to study three classes of students in the seventh grade of a country in Banqiao District, New Taipei City. The research tool is a historical classroom learning questionnaire, which contains a self-regulated learning strategy scale and an escape strategy scale. The experiment firstly carried out the pre-test of the historical classroom learning questionnaire for the students. Then, the three classes each conducted a six-week teaching experiment with different classroom target structures. After the teaching experiment, the historical classroom learning questionnaire was followed and the students were interviewed individually. Data processing was performed by SPSS statistical software for descriptive statistical analysis, dependent sample tonne verification, and single factor covariate analysis.
The quantitative research results are related to the application of self-regulated learning strategies and the use of escape strategies by the multi-disciplinary classroom target structure, but there is no significant difference. The results of qualitative interviews are group competitions, cooperative learning, multi-learning activities and bonus cards to enhance student learning behavior.
論文目次 目次

中文摘要……………………………………….…..…………………………………ii
英文摘要………………………………………………………………………..……iii
目次……………………………………………………………………………………v
表圖次……………………………………………………………………………….vii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 9
第三節 名詞釋義 10
第四節 研究範圍與限制 11
第二章 文獻探討 15
第一節 課室目標結構 15
第二節 自我調整學習策略 32
第三節 逃避策略 48
第三章 研究方法 61
第一節 研究架構與設計 61
第二節 研究樣本 64
第三節 研究工具 65
第四節 研究流程 67
第五節 教學設計 69
第六節 資料分析 81
第四章 研究結果 83
第一節 自我調整學習策略量表結果分析 83
第二節 逃避策略量表結果分析 87
第三節 研究討論 91
第五章 結論與建議 97
第一節 結論 97
第二節 建議 99
參考文獻 101
附錄一 歷史課堂學習經驗問卷 112
附錄二 歷史課堂學習經驗訪談大綱與訪談結果 119

表圖次

表2-1- 1課室氣氛的成就目標分析表 17
表2-1- 2不同課室目標線索比較表 19
表2-1- 3國內課室目標結構相關研究表 22
表2-1- 4國外課室目標結構相關研究表 27
表2-2- 1國內自我調整學習相關研究表 40
表2-2- 2國外自我調整學習相關研究表 44
表2-3- 1國內逃避策略相關研究表 53
表2-3- 2國外逃避策略相關研究表 56
表3-1- 1實驗設計表 63
表3-5- 1三組課室目標線索比較表 70
表3-5- 2單元五各組教學實驗教案 71
表3-5- 3單元六各組教學實驗教案 77
表3-6- 1學生訪談記錄編碼說明表 82
表4-1- 1三組自我調整學習策略量表前後測分數對照表 84
表4-1- 2多重課室目標教學組自我調整學習策略相依樣本t檢定摘要表 85
表4-1- 3精熟課室目標教學組自我調整學習策略相依樣本t檢定摘要表 85
表4-1- 4傳統教學組自我調整學習策略相依樣本t檢定摘要表 86
表4-1- 5自我調整學習策略單因子共變數分析摘要表 87
表4-2- 1三組逃避策略量表前後測分數對照表 88
表4-2- 2多重課室目標教學組逃避策略相依樣本t檢定摘要表 88
表4-2- 3精熟課室目標教學組逃避策略相依樣本t檢定摘要表 89
表4-2- 4傳統教學組逃避策略相依樣本t檢定摘要表 89
表4-2- 5逃避策略單因子共變數分析摘要表 90
表4-3-1三組相依樣本t檢定與單因子共變數分析結果彙整表 92
表4-3- 2分組合作影響學習行為的訪談結果分析表 93
表4-3- 3加分卡影響學習行為的訪談結果分析表 94
表4-3- 4不同課室目標結構對逃避策略影響的訪談結果分析表 95
圖3- 1研究架構圖 62
圖3- 2研究流程圖 68
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