臺灣博碩士論文加值系統

本研究的目的旨在以自我調整學習的理論，探討國中理化學習的低成就學生在「自然與生活科技」的理化課程學習時，在特定單元學習時的學習困難，並調查學生遭遇該單元學習困難時所使用的自我調整策略，分析學生無法自我調整成功以解決問題的關鍵因素。
本研究的研究方法採用質性研究中的半結構訪談的方式，針對30位國中二年級理化低成就學生在「自然與生活科技」課程中「光與色的世界」、「冷暖世界」及「化學反應」三個學習單元遭遇的學習困難，及採用的應變與調整策略進行訪談，也從中了解學生無法透過自我調整以解決學習困難的環節。
研究顯示學生遭遇主要的問題為：1、課程內容太複雜、教學進度太快和教的太難因而學生上課聽不懂。2、學生背不起來單元內容，容易混淆和忘記。3、學生上課因為不感興趣、無聊或聽不懂而容易分心。另外，在學生使用自我調整策略方面研究的發現為：1、學生使用較多的認知策略和行動控制策略。2、學生使用較少的動機策略和後設認知策略。3、學生整體使用的策略很多元，個別學生能使用策略很貧乏。4、學生擁有的策略不足以完全解決學習困難。低成就學生在理化單元中雖然嘗試運用調整策略來解決問題，但無法自我調整其學習困難的原因包括學生動機低落、學生缺乏後設認知能力、學生沒有適當的調整策略、過度依賴尋求協助與反覆努力的策略。
由本研究中也建議學生需要老師或家長在以下方面的協助：1、設立有意義、具挑戰性且可達成的目標。2、學習並練習做學習計劃。3、提升後設認知的能力。4、學習運用更多不同的學習策略。5、學習運用行動控制策略以幫助在課程中專注於學習。6、需要教師協助以維持其學習興趣。

The purpose of the study is to discuss the low achievers’learning diffculties and learning strategies by using the self-regulated learning theory and to analyze the key factors that cause low achievers fail to self regulated their learning. In this study, through semi-constructed interview, the learning diffculties and learning strategies of 30 low-achievers in science class of junior-high school was investigated. That study was focus on three scicence topics： light, heat and chemical reaction.
Findings indicated that three major learning diffculties of low achiever was found. First, the teaching is too diffcult, too fast and too hard that students cannot understand. Second, students fail to memorize what they learned and easily confused and forgotten. Third, students were easily distracted in class for they were not interested, felt bored and didn’t understand. For the self-regulated strategies, there are four findings： First, students use more cognition and action-control strategies. Second, students use less motivation and meta-cognition strategies. Third, students use various strateies, but single student focus on specific strategy. Fourth, student didn’t have enough strategies to solve the problem compltely. The resons that low achievers can’t slove the learning diffculties include low motivation, lack of meta-cogniton abilities, without proper strategies and over depend on seeking-help and study hard strategies.
The study also suggests that the teacher and parents can help students to have better self-regulation on setting challenge and reachable goal, learning to plan, prompting meta-cognition ability, learning different learning strategies, learning action-control strategies to prevent distraction and and helping them to maintain the high motivation.

目次
第一章 緒論 1
第一節 研究背景及動機 1
第二節 研究目的與待答問題 5
第三節 名詞釋義 6
第四節 研究限制 7
第二章 文獻探討 8
第一節 自我調整學習的意涵 8
第二節 自我調整學習的模式和歷程 17
第三節 自我調整的相關實證研究 30
第四節 自我調整的評量方法 42
第五節 低成就學生 49
第六節 理化學習困難 52
第七節 自我調整困難 58
第三章 研究方法 60
第一節 研究架構 60
第二節 研究對象與工具 62
第三節 研究流程 65
第四節 資料蒐集與分析 67
第四章 研究發現與討論 73
第一節 學生的學習困難 73
第二節 學生使用的自我調整策略 85
第三節 學生解決學習困難的模式 95
第四節 學生無法自我調整的關鍵因素 102
第五節 其他發現 111
第五章 結論與建議 120
第一節 結論 120
一、理化低成就學生的學習困難 120
二、理化低成就學生的自我調整策略 121
三、學生無法持續自我調整學習的關鍵因素 122
第二節 建議 123
一、給教學的建議 123
二、給未來研究的建議 125
參考文獻 127
壹、中文部分 127
貳、英文部分 130
附錄 137

表次
表2-1-1 教育改革風潮所依據的學生學習假設 9
表2-2-1「預思」階段的自我調整程序 23
表2-2-2「意志/行動控制」階段的自我調整程序 23
表2-2-3「反思」階段的自我調整程序 24
表2-2-4 自我調整學習模式整理 26
表2-3-1 國外大學生最常使用的調整學習策略 31
表2-3-2 國內大學生最常使用的調整學習策略 32
表2-3-3 自我調整學習策略的分類比較 32
表2-5-1 學習困難與自我調整困難關聯性 51
表2-6-1「冷暖世界」課程相關課綱內容要項 53
表2-6-2「光與色的世界」課程相關課綱內容要項 54
表2-6-3「化學反應」課程相關課綱內容要項 55
表4-1-1「光與色的世界」學習困難的內容主題統計表 74
表4-1-2「冷暖世界」學習困難的內容主題統計表 75
表4-1-3「化學反應」學習困難的內容主題統計表 76
表4-1-4 學生理化學習困難統計表 77
表4-2-1 自我調整學習策略分類表 86
表4-2-2 自我調整學習策略分類表 87
表4-2-3 自我調整學習策略次數分配表１ 88
表4-2-4 自我調整學習策略次數分配表２ 89

圖次
圖2-2-1 自我調整學習的三層模式 19
圖2-2-2 WINNE和 HADWIN的自我調整學習模式 21
圖2-2-3 自我調整學習歷程 22
圖3-1-1 研究架構 61
圖3-4-1 研究流程 65
圖4-3-1 學生學習困難脈絡１ 96
圖4-3-2 學生學習困難脈絡２ 97

附錄次
附錄一：自我調整學習訪談計畫 137
附錄二：訪談大綱與研究架構對應表 140
附錄三：自我調整學習策略 141

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