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研究生:張淑玲
研究生(外文):Shu-Ling Chang
論文名稱:高中學生思考風格、教室目標結構、學習策略與學業成就之研究
論文名稱(外文):The Relationships among Thinking Styles, Classroom Goal Structure, Approaches to Studying and Achievement of Senior High School Students
指導教授:黃德祥黃德祥引用關係
指導教授(外文):Der-Hsiang Huang
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:教育研究所
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:2005
畢業學年度:93
語文別:中文
論文頁數:222
中文關鍵詞:思考風格教室目標結構學習策略
外文關鍵詞:thinking stylesclassroom goal structureapproaches to studying
相關次數:
  • 被引用被引用:18
  • 點閱點閱:300
  • 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:8
摘 要

本研究旨在探討高中學生之思考風格、教室目標結構、學習策略與數學學業成就情形之關係。採用問卷調查法,以中部地區903位高中學生為研究對象。施以「思考風格量表」、「教室目標結構量表」與「學習策略量表」。並以描述性統計、單因子多變量變異數分析、二因子變異數分析、皮爾森積差相關與逐步迴歸分析進行資料處理。最後,研究者根據文獻資料分析與主要研究結果發現,提供學校、教師、輔導人員與未來研究之參考意見。
本研究之結論如下:
一、性別在立法型、行政型、司法型、階層型、無政府型、整體型、
局部型、內在型、外在型與自由型思考風格上有顯著的差異;在
君主型、寡頭型、保守型思考風格上則無顯著差異。
二、不同年級在行政型、君主型、無政府型、局部型、自由型、保守
型思考風格上有顯著的差異;在立法型、司法型、階層型、寡頭
型、整體型、內在型、外在型思考風格上則無顯著差異。
三、不同性別、年級之高中學生在不同教室目標結構、學習策略運用
上沒有顯著的交互作用。
四、不同性別之高中學生在趨成表現教室目標結構、深層學習與淺層
學習上有顯著的差異;在精熟教室目標結構、逃避表現教室目標
結構與策略學習上沒有顯著的差異。
五、不同年級之高中學生在趨成表現教室目標結構與策略學習上有顯
著差異;在精熟教室目標結構、逃避表現教室目標結構、深層學
習與淺層學習上沒有顯著的差異。
六、高中學生不同的思考風格分別與不同的教室目標結構有顯著相
關。
七、高中學生不同的思考風格分別與不同的學習策略有顯著相關。
八、高中學生不同的教室目標結構與不同的學習策略有顯著相關。
九、高中學生的策略學習、趨成表現教室目標結構、淺層學習、內在
型思考風格、深層學習、外在型思考風格對數學學業成就有顯著
的預測力。


關鍵詞:思考風格、教室目標結構、學習策略。
The Relationships among Thinking Styles, Classroom Goal
Structure, Approaches to Studying and Achievement of
Senior High School Students

Shu-Ling Chang

Abstract

The main purposes of this study were to explore the relationships among variables of thinking styles, classroom goal structure, approaches to studying and academic achievement of senior high school students. The subjects of 903 senior high school students in central Taiwan completed a set of instruments used included “The Thinking Styles Inventory”, “The Classroom Goal structure Inventory”, and “The Approaches to Studying Inventory”. The statistical methods used to analyze the data were descriptive statistics, one-way MANOVA, two-way ANOVA, Pearson Product-moment Correlation, and Stepwise Multiple Regression. Finally, some suggestions for schools, teachers, counselors, and further study were made according to the findings.
A variety of analyses indicated that there were significant differences in legislative, executive, judicial, hierarchical, anarchic, global, local, internal, external, and liberal thinking styles based on gender level. Grade level were significant different in executive, monarchic, anarchic, local, liberal, and conservative thinking styles. There were no significant interaction effects in gender or grade level of senior high school students regarding classroom goal structure and approaches to studying. Performance-approach classroom goal structure, deep learning, and surface learning were affected significantly by gender; mastery, performance-avoid classroom goal structure, and strategic learning weren’t affected significantly by gender. Grade level has significant difference in performance-approach goal structure and strategic learning; mastery goal structure, performance-avoid goal structure, deep learning, and surface learning hasn’t. There were significant correlations between different thinking styles and different classroom goal structure, between different thinking styles and approaches to studying, and between different classroom goal structure and approaches to studying. Finally, senior high school students’ mathematics academic achievement can be predicted by strategic learning, performance-approach classroom goal structure, surface learning, internal thinking style, deep learning, and external thinking style.


Keywords: Thinking Styles, Classroom Goal Structure,
Approaches to Studying.
目 次

致謝詞…………………………………………………………………Ⅰ
中文摘要………………………………………………………………Ⅱ
英文摘要………………………………………………………………Ⅳ
目次……………………………………………………………………Ⅵ
表次……………………………………………………………………Ⅷ
圖次…………………………………………………………………ⅩⅡ
第一章 緒論
第一節 研究動機與目的…………………………………………01
第二節 待答問題與研究假設……………………………………08
第三節 重要名詞詮釋……………………………………………10
第四節 研究範圍與限制…………………………………………14
第二章 文獻探討
第一節 思考風格與其理論基礎…………………………………17
第二節 教室目標結構理論與其相關研究………………………41
第三節 學習方式策略與其理論基礎……………………………55
第三章 研究方法
第一節 研究架構…………………………………………………75
第二節 研究對象與取樣方法……………………………………78
第三節 研究工具…………………………………………………80
第四節 研究步驟…………………………………………………102
第五節 資料處理與統計方法……………………………………104
第四章 研究結果與討論
第一節 不同背景變項之高中學生在不同思考風格上的差異分析
……………………………………………………………109
第二節 不同背景變項之高中學生在教室目標結構上的差異分析
……………………………………………………………119
第三節 不同背景變項之高中學生在學習策略上的差異分析
……………………………………………………………128
第四節 高中學生各種思考風格與教室目標結構之相關析……137
第五節 高中學生各種思考風格與學習策略之相關分…………143
第六節 高中學生各種教室目標結構與學習策略之相關分析…150
第七節 高中學生不同思考風格、教室目標結構與學習策略對學
業成就之預測分析………………………………………152
第五章 結論與建議
第一節 結論………………………………………………………158
第二節 建議………………………………………………………163

參考文獻
中文部分 …………………………………………………………168
英文部分 …………………………………………………………170

附錄
附錄一 預試試題分類表……………………………………… 189
附錄二 學習經驗調查預試量表……………………………… 195
附錄三 學習經驗調查正式量表……………………………… 204
附錄四 施測指導語…………………………………………… 211
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