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研究生:吳百薰
研究生(外文):WU,PAI-HSUN
論文名稱:國小學生學習風格相關因素之研究
論文名稱(外文):A Study of Relating Factors about The Learning Style of Elementary School Student
指導教授:王木榮王木榮引用關係
指導教授(外文):WANG,MU-JUNG
學位類別:碩士
校院名稱:國立台中師範學院
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:1998
畢業學年度:86
語文別:中文
論文頁數:164
中文關鍵詞:學習風格學習適應學業成就
外文關鍵詞:learning stylelearning adjustmentacademic achievement
相關次數:
  • 被引用被引用:323
  • 點閱點閱:2369
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:15
本研究旨在針對國小學生學習風格的相關因素,包括:性別、年級、城鄉地區、學習適應與學業成就等進行探究,瞭解各變項間之差異及相關性。
本研究以台中縣、市國小學童為母群,採分層立意取樣,抽取城市地區學校三所六個班級,共248人;鄉村地區學校四所八個班級,共227人,合計475人為樣本,進行問卷調查。所使用之研究工具有「國小系列學業性向測驗」、「學習風格量表」、 「學習適應量表」、「國語科成就測驗」及「數學科成就測驗」等五種。依受試者之作答結果,進行量化資料之整理與統計分析。以「單因子變異數分析」、「淨相關」、「二因子共變數分析」、「多元逐步迴歸分析」及「徑路分析」考驗本研究之假設。最後,再選取具明顯學習風格者六人,進行半結構性訪談,以瞭解學生學習風格之可能形成因素,及對學習所造成之影響。
本研究所獲致之結論如下:
一、不同性別、年級及城鄉地區的國小學生,其學習風格與學習適應
有顯著差異。
二、排除智力因素後,學習適應及光線、設計、動機、堅持性、責任性
、結構、權威人物導向、視覺型、時間、衝動/沈思等十項學習風格
與學業成就之淨相關均達顯著水準
三、學習風格與學習適應對學業成就的影響無交互作用存在。
四、學習風格與學習適應共十六個變項中,以學習適應對學業成就的預測
力最高。
五、學習適應及動機、責任性、單獨學習、聽覺型、觸覺型、時間等六項
學習風格會直接影響學業成就。
六、光線、設計、動機、堅持性、權威人物導向、視覺型、動覺型及衝/
沈思等八項學習風格會直接影響學習適應,並經由學習適應間接影響
學業成就。
七、每個學習者的學習風格都是獨特的,即使是家庭成員之間,其學習風
格亦有差異。
八、學習風格在短時間內不易受環境影響,其轉變是漸進的,且不是短時
間內可以顯現的。
九、讓學習者瞭解自己的學習風格,對學習興趣及學習成果都有提昇的效
用。
根據上述的研究結果,研究者提出幾項建議做為教師教學、輔導學
生及未來研究的參考。
The study aims to the relating factors about the learning style of elementary school student, including of sex, grade, area, learning adjustment and academic achievement, to explore and understand the difference and
relation between rariables.
The sample of this study were 475 the fourth and sixth grade students stratified purposive sampling from seven public elementary schools in Taichung county and Taichung city. The instruments of study were" Series Scholastic Aptitude Test of Elementary School", "Learning Style Scale", "Learning "Adjustment Scale", "Mandarin Achievement Test" and "Mathematics Achievement Test". The researcher tested the hypothesis of study by one-way ANOVA, partial correlation, two-way ANCOVA, multiple stepwise regression, path analysis, then
selected six students with apparent learning style to interview and to understand the possibly forming causes and influence about learning style.
The conclusion of this study were as follows:
1.There are significant difference of learning style and
adjustment in different sexes, grades and areas of
elementary school students.
2.To eliminate the factor of intelligence, learning djustment
and ten items of learning style, including of light,
design, motivation, persistence, responsibility, structure,
adult, visual, time, impulsive/reflective,have significant
partial correlation with academic achievement.
3.Learning style and adjustment have no interaction with
academic achievement.
4.The highest prediction for academic achievement is learning
adjustment.
5.Learning adjustment and six items of learning style,
including of motivation,responsibility, self learning,
auditory, tactile, time, have influence directly on
academic achievement.
6.Eight items of learning style, including of light, design,
motivation, persistence, adult, visual, kinesthetic and
impulsive/reflective, influence learning adjustment
directly, influencing academic achievement indirectly.
7.The learning style of every learner is unique, there are
differences even family.
8.Learning style can''''''''t be changed because of environment in
short time, but can be modified, changed or made gradually
because of interaction with enivronment.
9.The learners who understand self-learning-style can help
him to handle the situation of learn and know to have great
learning effect in which situation. There are effect for
learning interesting and achievement.
According to the conclusions above, some suggestions for
teacher and further study were offered.
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