臺灣博碩士論文加值系統

本研究旨在探討自我解釋以及先備知識對程式語言IF敘述學習成效的影響，研究樣本為普通高中二年級117位學生。在教學實驗中，依據不同的自我解釋學習活動分為自我解釋問題引導、自我解釋原則提示、與不實施自我解釋等三組；先備知識則依先備知識測驗分為高先備知識與低先備知識二組。
研究結果發現：(1)在事實性問題上，自我解釋學習活動和先備知識對學習成效沒有顯著影響；(2)在程式評估問題上，自我解釋學習活動對學習成效沒有顯著影響，高先備知識組顯著優於低先備知識組；(3)在程式填充問題上，自我解釋問題引導組及控制組顯著優於自我解釋原則提示組，先備知識對學習成效沒有顯著影響；(4)在程式設計問題上，自我解釋問題引導組顯著優於自我解釋原則提示組及控制組，高先備知識組顯著優於低先備知識組；(5)在自我解釋數量上，自我解釋問題引導組顯著優於自我解釋原則提示組，先備知識對自我解釋數量沒有顯著影響；(6)在學習態度方面，自我解釋問題引導組對自我解釋學習活動的接納程度以及對自我解釋學習活動學習成效的看法上，皆顯著高於自我解釋原則提示組；兩組對自我解釋學習活動難度的看法無顯著差異。

The purpose of this study was to investigate the effects of self-explanation and prior knowledge on senior high students’ programming learning performance and attitudes. Subjects were assigned to one of the three experiment groups: the guided-question group, the principle-prompt group, or the control group. Learners were identified as high prior knowledge or low prior knowledge according to their performance on prior knowledge test.
The collected data were examined in terms of factual knowledge performance, code evaluation performance, simple code generation performance, code generation performance, the amount of self-explanation, and attitudes toward self-explanation activity. On the performance of factual knowledge, self-explanation and prior knowledge were not significant between groups. On code evaluation performance, the effect of self-explanation was not significant between groups, but high prior knowledge learners outperformed low prior knowledge learners. On the performance of simple code generation (code filling), the guided-question group and the control group outperformed the principle-prompt group, however, prior knowledge did not significantly influence the learning performance. On code generation performance, the guided-question group outperformed the principle-prompt group and the control group. And the high prior knowledge group scored significantly higher than the low prior knowledge group. On the amount of self-explanation, the guided-question group generated more self-explanations than the principle-prompt group. Finally, on the analysis of attitudes toward self-explanation activities, the guided-question group showed more positive acceptance than the principle-prompt group.

第一章 緒論 1
第一節 研究動機與背景 1
第二節 研究目的與待答問題 5
第三節 研究範圍與限制 7
第四節 名詞釋義 8
第二章 文獻探討 10
第一節 問題解決的理論基礎 10
第二節 自我解釋策略的相關研究 21
第三節 程式語言學習的相關研究 34
第四節 歸納與結論 41
第三章 研究方法 43
第一節 研究對象 43
第二節 研究工具 44
第三節 研究設計 54
第四節 實驗程序 56
第五節 資料處理與分析 59
第四章 結果與討論 61
第一節 學習成效分析 61
第二節 自我解釋數量分析 69
第三節 學習態度分析 71
第五章 結論與建議 74
第一節 結論 74
第二節 建議 76
參考文獻 78
附錄一 IF敘述先備知識測驗試題 85
附錄二 IF敘述成就測驗試題 87
附錄三 學習態度問卷(原則提示組) 91
附錄四 學習態度問卷(問題引導組) 93
附錄五 網路化學習教材畫面 95

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