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研究生:林瑜一
研究生(外文):Lin, Yu-I
論文名稱:臺灣國小教師與腦相容之教學研究
論文名稱(外文):Brain-compatible teaching techniques:The Viewpoints of Elementary School Teachers in Taiwan
指導教授:幸曼玲幸曼玲引用關係
指導教授(外文):Shing, Marn-Ling
學位類別:博士
校院名稱:臺北市立教育大學
系所名稱:教育學系博士班
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:2013
畢業學年度:101
語文別:中文
論文頁數:199
中文關鍵詞:與腦相容教學與腦相容學習執行功能訓練
外文關鍵詞:Brain-compatible LearningBrain-compatible TeachingExecutive Function Training
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本研究嘗試以與腦相容的教學取徑,進行將有關腦神經科學研究知識應用於教學現場的實徵研究,以探討實驗室的腦研究知識,應用於教學現場的可行性與限制。
本研究採準實驗法,以注意力的執行功能為例,探討教師有相關腦知識、學生接受執行功能訓練活動,與學業成就、執行功能和氣質間的關係。研究採立意取樣,由大台北地區選擇四所小學的二年級學生,每校四班參與實驗,並以教師有、無「注意力執行功能相關腦知識」及學生有、無「注意力執行功能訓練活動」為自變項,以及「學業成就表現」、「執行功能表現」及「兒童氣質表現」為依變項,進行單因子共變數分析與詹森內曼法分析,以探討實驗介入所產生的影響。
研究結果發現:
一、 在「學業成就表現」上:實驗介入在學童的國語成就測驗與數學診斷測驗表現上,皆未產生顯著差異。但由後測(校正後)表現分數比較,單純給予學生訓練而沒有教師腦知識介入的組別,大多呈現比較好的數據。
二、 在「執行功能表現」上:
(一) 在抑制功能與更新功能的部分,實驗介入並未產生顯著差異;
(二) 在轉換功能部分,訓練活動對於前測表現較差的兒童是有效的;但教師知識的介入對於前測表現中上的兒童是有效的。
(三) 在複雜執行功能部份,訓練活動對於前測表現中上兒童是有效的;但教師知識介入對於前測表現很差的兒童是有效的。
三、 在「兒童氣質表現」上:實驗介入在學童的伶俐氣質、負面情緒及主動控制表現上,皆未產生顯著差異。但由後測(校正後)表現分數比較,單純給予學生訓練而沒有教師腦知識介入的組別,大多呈現比較好的數據。
最後,根據文獻探究與研究結論,提出相關建議,俾供教學實務與未來研究之參考。

The knowledge derived from psychology and neurology about how our human brain works in learning has been widely discussed in recent decades. Application of this knowledge to learning and teaching is called brain-compatible learning and teaching, respectively. This research conducts an empirical study about brain-compatible learning and teaching in some elementary schools in Taiwan to explore their feasibility and limitation.
Using the executive function of human brain as an example, this research conducts a series of quasi-experiments to explore three dependent variables, namely, D1: the students’ learning achievement, D2: their executive function performance, and D3: their temperament, in relation to two independent variables, namely, I1: whether their teachers possess brain-based knowledge within 450 minutes of training (I1+) or not (I1-), and whether the students have been trained with executive function related activities in eight weeks (I2+) or not (I2-). Based on purposive sampling, this research selected the 2nd-grade students from four elementary schools in Taipei area, with each school having four classes in the experiments. One way ANCOVA and Johnson-Neyman method were used for the analysis and exploration.
The findings include:
1. Regarding to the students’ learning achievement (D1), there is no statistically significant difference between D1 and I1, as well as D1 and I2. However, D1 seems better for those students with I1- and I2+.
2. Regarding to the performance of the students’ executive function (D2):
i. For the inhibition function and updating function under the executive function, there is no statistically significant difference between the performance of the inhibition function and updating function and I1, as well as I2.
ii. For the shifting function under the executive function, I2+ takes effect for those students with worse pre-test of the shifting function. However, I1+ positively affects the students with better pre-test performance.
iii. For the complex executive function, I2+ takes effect for those students with better pre-test of the complex executive function. However, I1+ positively affects the students with worse pre-test performance.
3. Regarding the students’ temperament (D3), there is no statistically significant difference between D3 and I1, as well as D3 and I2. However, D3 seems better for those students with I1- and I2+.

Suggestions for practical brain-compatible learning and teaching and recommendations for future studies are proposed based on the literature survey and the experiment findings.

目 次
第一章    緒論……………………………………………………1
第一節   研究動機………………………………………………1
第二節   研究目的與待答問題…………………………………5
第三節   名詞釋義………………………………………………5
第四節   研究範圍與限制………………………………………7

第二章    文獻探討………………………………………………9
第一節    與腦相容的學習與教學……………………………9
第二節 注意力執行功能與學習……………………………25
第三節   注意力執行功能相關作業…………………………36
第四節   注意力執行功能訓練實徵研究……………………42

第三章    架構與方法…………………………………………51
第一節    研究架構……………………………………………51
第二節 研究對象……………………………………………53
第三節   研究工具……………………………………………54
第四節   教學實驗介入………………………………………64
第五節   實施程序……………………………………………68
第六節 資料分析……………………………………………70

第四章   結果與分析…………………………………………71
第一節   學業成就表現結果與分析…………………………72
第二節   執行功能表現結果與分析…………………………79
第三節   兒童氣質表現結果與分析…………………………118
 
第五章 綜合討論………………………………………………129
第一節  學業成就表現…………………………………………129
第二節  執行功能表現…………………………………………131
第三節 兒童氣質表現…………………………………………138

第六章   結論與建議……………………………………………141
第一節   結論…………………………………………………142
第二節   建議…………………………………………………146


參考文獻………………………………………………………………151
  中文部份…………………………………………………………151
  英文部份…………………………………………………………151

附錄……………………………………………………………………157
  附錄一……………………………………………………………157
附錄二……………………………………………………………183
附錄三……………………………………………………………199


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