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研究生:藍雅慧
論文名稱:知情意整合的國中生數學學習歷程模式之建構
指導教授:張景媛張景媛引用關係
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:教育心理與輔導研究所
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:2002
畢業學年度:90
語文別:中文
論文頁數:220
中文關鍵詞:數學學習結構方程模式模式產出學習動機學習情感意志學習表現
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中文摘要
本研究的主要目的有三:(一)探討並統整相關的學習模式與理論,建構知情意整合的國中生數學學習歷程模式;(二)以實徵性資料評估知情意整合的國中生數學學習歷程模式之品質;(三)歸納結論,以做為教師教學與輔導之參考。
為達成上述的研究目的,本研究首先提出一個包含情感/動機、意志控制、學習策略、學習表現四個潛在變項之知情意整合的國中生數學學習歷程初始模式,以台北縣、台北市、桃園縣、台中縣、彰化縣、高雄市、宜蘭縣、花蓮縣等地區的國中二年級學生,共468人為研究參與者,使用『數學學習情感/動機量表』、『數學學習意志控制量表』、『數學學習策略量表』、『數學學習表現量表』等工具,蒐集實徵資料。蒐集得的資料先以PRELES 2.50版統計套裝軟體進行多變項常態分配假設的考驗,再使用LISREL 8.50版統計套裝軟體,以一般加權最小平方法(generally weighted least-squares, WLS)進行模式的參數估計。結果發現,初始模式無法合理解釋地國中生數學學習歷程,在統計上亦不合理。因此,本研究再進行模式的修改,並重新對修改後的模式進行參數估計。修改後,知情意整合的國中生數學學習歷程模式(簡稱知情意模式)評估的結果發現,此模式能有效地用來說明實際資料。然而,知情意模式產出的過程經過修改,未來應再以其他的觀察資料進行本模式的檢驗,以探討本模式通則化的可能性。
綜合而論,本研究提出的知情意模式可以用來說明國中生數學學習的歷程。這顯示,國中生數學學習歷程涉及情感/動機、意志控制、學習策略、學習表現等成份,為了協助國中生有效地學習數學,應該同時考慮這些成份。
Abstract
The purposes of this research are to: 1) explore and integrate relevant learning models and theories, and construct the Cognitive-affective-volitional Integrated Model of Mathematical Learning Process for Junior High School Students, 2) evaluate the quality of the aforementioned model with empirical data, 3) come to a conclusion for junior high school teachers to refer to when they do their teaching and counseling work.
In the first place, the researcher proposed the initial model, which included the latent variables of affection/motivation, volition control, learning strategies, and learning performance. The research was applied to 468 second-graders in junior high school for the researcher to collect empirical data. The researcher first tested of the acquired data the hypothesis of multivariate normality distribution with PRELES 2.50, and then estimated the parameters of the model by means of generally weighted least-squares (WLS) with LISREL 8.50. The result showed that the initial model could not give a good account of the mathematical learning process for junior high school students, and the statistic results did not seem reasonable, either. Therefore, the researcher revised the model, and evaluated the parameters of the revised model. After revision, the evaluation results showed that the Cognitive-affective-volitional Integrated Model of Mathematical Learning Process for Junior High School Students (the cognitive-affective-volitional model, for short) could effectively explain the data. Though the process of model generating, however, has been revised, the model should be tested with other observation data in future, to see if the model could further be generalized.
All in all, the cognitive-affective-volitional model presented in this research can be applied to explain the process of learning mathematics for junior high school students. This indicates that variables of affection/motivation, volition control, learning strategies, and learning performance are all involved in the mathematical learning process for junior high school students. These elements should all be taken into consideration to help junior high school students to learn mathematics effectively.
目 錄
中文摘要
英文摘要
目錄
附錄
表目錄
圖目錄
附表目錄
第一章 緒論
第一節 研究動機與目的………………………………………… 1
第二節 研究問題與假設………………………………………… 9
第三節 名詞釋義………………………………………………… 11
第二章 文獻探討
第一節 學習模式之研究…………………………………… 17
第二節 學習歷程中情感/動機、意志控制、學習策略與
學習表現的相關研究……………………………… 39
第三節 知情意整合的國中生數學學習歷程模式之建構… 70
第四節 結構方程模式理論之研究………………………… 72
第三章 研究方法
第一節 研究參與者………………………………………… 79
第二節 研究工具…………………………………………… 82
第三節 研究架構……………………………………………100
第四節 研究程序……………………………………………106
第五節 資料處理與分析……………………………………109
第四章 研究結果與討論
第一節 研究結果……………………………………………111
第二節 綜合討論……………………………………………138
第五章 研究結論與建議
第一節 研究結論……………………………………………153
第二節 限制與建議…………………………………………154
參考文獻
一、中文部分………………………………………………………161
二、英文部分………………………………………………………164
附 錄
附錄一 數學學習情感量表試題與分析…………………………175
附錄二 數學學習動機導向量表試題與分析 ………………… 177
附錄三 數學學習興趣量表試題與分析…………………………179
附錄四 數學學習意志控制量表試題與分析……………………181
附錄五 後設認知策略量表試題與分析…………………………184
附錄六 自我調整策略量表試題與分析…………………………186
附錄七 主動尋助量表試題與分析………………………………188
附錄八 數學學習表現量表試題與分析…………………………190
附錄九 正式量表…………………………………………………196
附錄十 國中生數學學習表現量表………………………………203
附錄十一 知情意整合的國中生數學學習歷程模式
估計參數相關矩陣……………………………………207
附錄十二 國民中小學九年一貫課程暫行綱要…………………211
附錄十三 國民中小學九年一貫課程暫行綱要
(數學學習領域)………………………………215
表 目 錄
表3-1 研究取樣人數及有效樣本次數分配表…………………… 81
表3-2 『數學學習情感/動機量表』之分量表及其因素一覽表 85
表3-3 「數學學習情感量表」及其因素的內部一致性係數…… 86
表3-4 「數學學習動機導向量表」及其因素的內部一致性係數 87
表3-5 「數學學習興趣量表」的內部一致性係數……………… 88
表3-6 『數學學習意志控制量表』及其分量表的
內部一致性係數………………………………………… 90
表3-7 『數學學習策略量表』之分量表及其因素一覽表……… 92
表3-8 「後設認知策略量表」及其因素的內部一致性係數… 93
表3-9 「自我調整策略量表」及其因素的內部一致性係數…… 94
表3-10 「主動尋助量表」的內部一致性係數………………… 95
表3-11 『數學學習表現量表』及其分量表的內部一致性係數…98
表3-12 『數學學習表現量表』之雙向細目表…………………… 98
表3-13 學科專家資料一覽表…………………………………… 99
表4-1 知情意整合的國中生數學學習歷程初始模式
參數估計的顯著性考驗及標準化係數表…………………113
表4-2 知情意整合的國中生數學學習歷程初始模式
潛在變項間效果值、標準誤、t值與標準化效果值…… 116
表4-3 知情意整合的國中生數學學習歷程初始模式
四個潛在變項間的交互相關係數表………………………118
表4-4 知情意整合的國中生數學學習歷程初始模式
參數估計的顯著性考驗及標準化係數表…………………122
表4-5 知情意整合的國中生數學學習歷程模式
四個潛在變項間的交互相關係數表………………………122
表4-6 知情意整合的國中生數學學習歷程模式的個別指標信度、
潛在變項的組成信度、平均抽取變異量…………………126
表4-7 知情意整合的國中生數學學習歷程模式16個觀察指標
的相關矩陣…………………………………………………127
表4-8 知情意整合的國中生數學學習歷程模式之
整體適配度考驗結果………………………………………128
表4-9 知情意整合的國中生數學學習歷程模式
潛在變項間效果值、標準誤、t值與標準化效果值…… 134
表4-10 初始模式與知情意模式之卡方值及自由度比較表…… 144
圖 目 錄
圖2-1 國中生數學學習歷程統整模式變項關係之徑路圖……… 22
圖2-2 自我調整學習模式變項關係之徑路圖…………………… 24
圖2-3 自我調整學習歷程模式變項關係之徑路圖……………… 27
圖2-4 指導系統運作圖…………………………………………… 29
圖2-5 知識版圖說明圖…………………………………………… 30
圖2-6 個別差異構念之暫時性分類……………………………… 32
圖2-7 知情意整合的國中生數學學習歷程初始模式之建構圖… 71
圖3-1 知情意整合的國中生數學學習歷程初始模式徑路圖……101
圖3-2 本研究的流程圖……………………………………………107
圖4-1 知情意整合的國中生數學學習歷程初始模式
標準化徑路係數圖…………………………………………117
圖4-2 知情意整合的國中生數學學習歷程模式徑路圖…………119
圖4-3 知情意整合的國中生數學學習歷程模式標準化
徑路係數圖…………………………………………………123
附 表 目 錄
附表1-1 數學學習情感量表之項目分析與
因素分析結果一覽表……………………………………176
附表2-1 數學學習動機導向量表之項目分析與
因素分析結果一覽表……………………………………178
附表3-1 數學學習興趣量表之項目分析與
因素分析結果一覽表……………………………………180
附表4-1 數學學習意志控制量表之項目分析與
因素分析結果一覽表……………………………………183
附表5-1 後設認知策略量表之項目分析與
因素分析結果一覽表……………………………………185
附表6-1 自我調整策略量表之項目分析與
因素分析結果一覽表……………………………………187
附表7-1 主動尋助量表之項目分析與因素分析結果一覽表……189
附表8-1 數學學習表現量表之項目分析與
因素分析結果一覽表……………………………………195
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