臺灣博碩士論文加值系統

本研究旨在利用行動研究，具螺旋式探究及深入情境解決實際問題之特點，提升輔育院學生理化科的自我效能。在教學中，以合作學習、分組討論、及實地操作實驗的教學過程，融入具體的鼓勵及言語的讚美，或創造多元的活動，提供學生經歷成功的經驗；及利用同儕楷模，激勵他們的學習，來讓輔育院學生肯定自己學習理化的能力。
本研究採質性研究為主，量的研究為輔，選取的班級是中部地區，某少年輔育院國二班學生，全部皆為男生，在九十學年度上學期開學之初，施予理化科自我效能問卷前測，全班區分為高、中、低三群自我效能之學生，再從中選取六位個案學生，作為觀察的主要對象。研究過程，分為上下兩個學期進行，上學期先利用教室觀察，晤談及配合前測問卷，將所收集的數據分成七個向度進行統計，分析出個案班級及個案學生問卷中較弱之面向，下學期再針對這些面向進行教學改進。最後歸納得到此行動研究的結果及主張。
研究結果發現，個案班級中，六位個案學生的理化科自我效能都有提升，特別是低自我效能的個案學生，自我效能提升最為顯著。而研究的個案班級，在上課表現、實驗活動情形、及與教師或同學互動情形中，上下學期有顯著的差異。且全班學生在理化科的自我效能，大部份都提高了。
有關提升輔育院學生有效的教學策略計有：親自操作實驗，增加他們每個人經驗成功的機會；具體稱讚鼓勵與稱讚，觀察同儕的成功，尋找學習的楷模，或外在增強的誘因等，都是提升輔育院學生自我效能的有效策略。

The purpose of this study was to use action research to promote Reform School students’ self-efficacy in learning physical science. Researcher applied cooperative learning, group discussion, and having the students manipulate experiments, give specific encouragement and praise, providing various activities, these teaching methods aims to provide successful experience for the reform school students.
Both qualitative and quantitative research method were used in this research. The action research started from Sep., 2001 to May., 2002. The students chosen in the study were a class of boys in a second-year class of a Reform School in central Taiwan. The Physical Science Self-efficacy Questionnaire was disseminated in the beginning of research. Six students ranked from high, middle and low self-efficacy were chosen for observation and interview. The researcher collected data by class observation, interview and questionnaire. After analyzing questionnaire results, the researcher chosed the scales with lowest scores to improve one’s teaching.
The findings showed that all the six students in the low, middle and high self-efficacy groups make great progress in their science self-efficacy. Especially on low self-efficacy group, they gained dramatically high on post-test. In terms of the entire class, the students’ behavior, their participation in the experiments, and the mutual interaction between teacher and students were apparently improved. Students’ self-efficacy in the post-test were higher than pre-test.
There were several teaching strategies which could improve students’ self-efficacy, these were: providing opportunities for all students to manipulate experiments, providing specific encouragement and praise for students’ good performance, helping students find a good role model to follow, and increasing external stimulation.

目次
中文摘要‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧Ⅰ
英文摘要‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧Ⅱ
目次‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧Ⅲ
表次‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧Ⅳ
圖次‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧Ⅴ
附錄次‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧Ⅵ
第一章 緒論
第一節 研究動機‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧4
第二節 研究目的與待答問題‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧6
第三節 名詞釋義‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧7
第四節 研究限制‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧7
第二章 文獻探討
第一節 自我效能的意義與內涵‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧8
第二節 影響自我效能的因素‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧19
第三節 自我效能在教育上的應用‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧25
第四節 輔育院學生人格特質與提升理化科自我效能之理論基礎‧‧32
第三章 研究方法
第一節 研究對象與研究情境‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧44
第二節 研究者理念與角色‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧47
第三節　教學限制‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧49
第四節 研究工具‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧51
第五節 研究流程與資料蒐集‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧52
第四章 研究發現與討論
第一節 個案學生原本的理化科自我效能之面貌‧‧‧‧‧‧‧‧‧56
第二節 提升理化科自我效能之教學策略及實施策略遭遇之困境‧‧78
第三節 個案班級及個案學生在教師教學改變之下理化科自我效能的改
變‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 92
第四節 研究發現對教學上的啟示‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧126
第五章 結論與建議
第一節 研究結論‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧139
第二節 研究建議‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧148
參考文獻‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧151
表次
表2－1 自我效能高與自我效能低之影響對照‧‧‧‧‧‧‧‧‧‧17
表4－1　小元理化科自我效能前測各向度總分與全班前測平均分數比較
表‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧58
表4－2　小寶理化科自我效能前測各向度總分與全班前測平均分數比較
表‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧65
表4－3　小仁理化科自我效能前測各向度總分與全班前測平均分數比較
表‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧68
表4－4　小瑞理化科自我效能前測各向度總分與全班前測平均分數比較
表‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧71
表4－5　小鴻理化科自我效能前測各向度總分與全班前測平均分數比較
表‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧73
表4－6　小峰理化科自我效能前測各向度總分與全班前測平均分數比較
表‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧76
表4－7　六位個案學生原本理化科自我效能之面貌‧‧‧‧‧‧‧‧77
表4－8　全班前後測平均分數比較表‧‧‧‧‧‧‧‧‧‧‧‧‧‧92
表4－9　個案班級上下學期理化科自我效能問卷得分比較表‧‧‧‧94
表4－10 小元上下學期理化科自我效能分數比較表‧‧‧‧‧‧‧‧103
表4－11 小寶上下學期理化科自我效能分數比較表‧‧‧‧‧‧‧‧107
表4－12 小仁上下學期理化科自我效能分數比較表‧‧‧‧‧‧‧‧110
表4－13 小瑞上下學期理化科自我效能分數比較表‧‧‧‧‧‧‧‧113
表4－14 小鴻上下學期理化科自我效能分數比較表‧‧‧‧‧‧‧‧117
表4－15 小峰上下學期理化科自數比較表‧‧‧‧‧‧‧‧‧‧‧‧121
表4－16 六位個案學生自我效能前後之改變及改變因素‧‧‧‧‧‧125
表4－17「理化科參與理由」問卷資料分析‧‧‧ ‧‧‧‧‧‧‧‧132
圖次
圖2－1 自我效能預期的主要來源及其引發方式‧‧‧‧‧‧‧‧‧‧11
圖2－2 效能訊息來源、效能預期與行為模式及思想模式之關係‧‧‧19
圖2－3 個人、行為和環境的交互關係‧‧‧‧‧‧‧‧‧‧‧‧‧‧19
圖2－4 認知技能方面動機的課室學習模型‧‧‧‧‧‧‧‧‧‧‧‧31
圖3－1 研究進度甘梯圖‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧54
圖3－2 研究方法流程圖‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧55
圖4－1 全班理化科自我效能問卷前後測比較折線圖‧‧‧‧‧‧‧‧93
圖4－2 個案學生與個案班級問卷後測比較折線圖‧‧‧‧‧‧‧‧ 102
圖4－3小元理化科自我效能問卷前後測比較折線圖‧‧‧‧‧‧‧‧104
圖4－4小寶理化科自我效能問卷前後測比較折線圖‧‧‧‧‧‧‧‧108
圖4－5小仁理化科自我效能問卷前後測比較折線圖‧‧‧‧‧‧‧‧111
圖4－6小瑞理化科自我效能問卷前後測比較折線圖‧‧‧‧‧‧‧‧115
圖4－7小鴻理化科自我效能問卷前後測比較折線圖‧‧‧‧‧‧‧‧118
圖4－8小峰理化科自我效能問卷前後測比較折線圖‧‧‧‧‧‧‧‧122
附錄
附錄一 理化科自我效能問卷‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧161
附錄二 密度工作單範本‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧163
附錄三 密度工作單‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧164
附錄四 電解質實驗工作單‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧165
附錄五 奇妙的表面張力工作單‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧166
附錄六 自評互評表‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧167
附錄七 理化科期末問卷‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧168
附錄八 理化科參與理由問卷‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧170

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