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研究生:邱富宏
研究生(外文):Chiu, Fu-Hung
論文名稱:融入後設認知策略的網路學習環境對技術學院學生學習影響之個案研究
論文名稱(外文):The Effects of Students'' Learning in a Web-based Learning Environment with Metacognitive Strategies
指導教授:陳錦章陳錦章引用關係
指導教授(外文):Chen, Chin-Chang
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:232
中文關鍵詞:後設認知策略認知工具鷹架理論前導組體
外文關鍵詞:metacognitive strategiescognitive toolsscaffolding theoryadvance organizer
相關次數:
  • 被引用被引用:10
  • 點閱點閱:1379
  • 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:10
本研究旨在探討融入後設認知策略的網略學習環境對學生學習的影響。研究者建構一個能夠符合網際網路個別化與互動性學習之特性,並且融入後設認知策略的網略學習環境,以一門程式設計課程做為測試教材,以研究者從事研究的技術學院二技一年級學生為樣本,探討其對學生學習的影響。
資料的收集是以質的方法為主,輔以一些量化的資料,探討研究者建構的融入後設認知策略的網略學習環境對學生學習的影響。
研究者建構的融入後設認知策略的網略學習環境,其設計理念是基於認知彈性理論、鷹架理論、前導組體等。研究者建構的融入後設認知策略的網略學習環境應用超本文功能,藉由節點與節點間的連結所形成的語意網路,建構出學習路徑供學習者學習。
研究結果發現,在使用研究者建構的融入後設認知策略的網略學習環境,學生的測驗分數獲得明顯進步,且晤談資料及各種電腦歷程記錄都顯示,融入後設認知策略的網略學習環境對學生學習確實有正面影響。
The purpose of this studty is to explore the effects of students'' learning in a web-bsed learning environment with metacognitive strategies. The samples are six students from a junior cloolege.
Based on Cognitive Flexibility Theory, Scaffolding Theory, and Advance Organizer. The web-bsed learning environment builds semantic networks by connecting nodes, and constructs students learning paths.
The results show that students'' performances improve significantly, and students'' acknowledge that indeed can promote their learning of their learning of programming languages.
第壹章 緒論 ……..….…………………………………...1
第一節 問題背景與研究動機 ….………………........2
第二節 研究目的與待答問題 ……………………..….. 4
第三節 研究限制與範圍 . ………………………….…….6
第四節 名詞釋義 …………………………………….....6
第貳章 文獻探討 . …………………………………....…8
第一節 網路學習的理念 ……………………..…..8
第二節 網路學習理論與特色 ………………….…11
第三節 電腦學習環境設計的理論 …..…….………... 16
第四節 後設認知學習理論與策略 . ……………….… 27
第五節 結論 . …………………………………………. 37
第參章 研究設計與方法 . ………………………….…..39
第一節 研究構思 . …………………………….. .39
第二節 學習環境架構與功能說明 . ……….…….46
第三節 研究流程 … ………………………………. 71
第四節 研究對象的選取與背景 .………………...76
第五節 研究情境與研究者的角色 .………......80
第六節 資料收集與分析 ………………………...82
第肆章 研究結果與討論 ……………………………....86
第一節 個案學生在WLEM的學習活動 ..………………….86
第二節 個案學生經由WLEM自我建構知識的歷程……....91
第三節 WLEM認知工具對個案學生學習的影響.…….….134
第四節 後設認知策略的使用對個案學生學習的影響….146
第五節 學生對WLEM的改進建議 ………..…………… 175
第六節 研究者的反思……………………………………….181
第伍章 結論與建議 …………………………………….. 183
第一節 研究發現摘要…………………….…………….. 183
第二節 結論……………………………………..………. 187
第三節 建議……………………………..………….….. 190
參考文獻 …………………………………………..….…..200
附錄 ………………………………………………….……....210
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