(18.206.238.77) 您好!臺灣時間:2021/05/18 05:50
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

: 
twitterline
研究生:高櫻芬
研究生(外文):Kao -Ying Fen
論文名稱:以行動研究探討教學鷹架對護理新人學習護醫溝通模組課程之成效
論文名稱(外文):An Action Research on Effectiveness of Instructional Scaffolding for New Nurses’Learning Nurse-Physician Communication Modular Curriculum
指導教授:徐曼瑩徐曼瑩引用關係
指導教授(外文):Man-Ying Fang Hsu
口試委員:陳定邦祝國忠
口試委員(外文):Ding-bang Chen
口試日期:2014-01-14
學位類別:碩士
校院名稱:國立臺北護理健康大學
系所名稱:醫護教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:中文
論文頁數:205
中文關鍵詞:護醫溝通模組課程教學鷹架行動研究
外文關鍵詞:Nurse-Physician Communication Modular CurriculumInstructional ScaffoldingAction Research
相關次數:
  • 被引用被引用:4
  • 點閱點閱:465
  • 評分評分:
  • 下載下載:79
  • 收藏至我的研究室書目清單書目收藏:1
護醫溝通任務是病房護理人員與醫師溝通住院病人病情的重要任務,卻是新進職場工作的護理新人受挫折而離職的因素之一。研究者在南部某區域教學醫院督導護理教學業務多年發現,護理臨床教師指導護理新人學習護醫溝通任務時發生以下的困境,包括護理新人不知哪種病人狀況需與醫師溝通、不了解護理新人學習護醫溝通任務的困難與問題、指導護理新人學習該任務缺乏指引與資源。透過文獻考察與研究團隊討論方式,確認上述教學業務問題,改善則必需建構內外科醫師和護理人員溝通時的共同心智模式,發展臨床教師在該任務的教學能力與提供教學資源等。
本研究目的在發展護理臨床教師實施護醫溝通模組課程教案、教學鷹架與教學資源,研究者採以行動研究法分為兩階段進行:第一階段的目的在準備醫師的溝通心智模式、設計教案、預估護理新人學習困難與發展教學鷹架。舉辦醫師與護理人員溝通研習訓練;舉辦焦點團體會議,邀請二位內外科病房專科醫師和五位資深護理長與護理師共同確認內外科病房常見的四類護醫溝通情境、課程學習目標的評值指標、評分規準與通過的標準。第二階段目的在驗證假設,發展教學方案與克服理新人學習護醫溝通任務課程的教學鷹架。研究者邀請一位醫師參與護醫溝通任務協同教學行動方案,透過三回合試教28位護理新人,以前後測驗、觀察、訪談、日誌與文件分析等方法蒐集教學過程與結果,分析結果據以調整與設計教案和教學鷹架。
研究結果包括:(一)確認本院護醫溝通教學的四類情境(新病人入院、病況改變、護理人員對治療有疑慮、病人或家屬對醫療處置有疑慮),(二)設計六個教學鷹架(常用醫學術語詞彙、醫囑系統問與答、溝通隨身記憶卡及溝通流程查檢表、身體評估查檢表、交接班查檢表、案例學習),(三)設計教案與教學路徑,(四)編寫教學手冊。透過文獻查證與討論共獲得四個結論:(一) 因不同醫療機構而異,護醫溝通常見的情境需護理臨床教師與醫師共同確認。(二)護醫溝通任務涉及醫師與護理人員,教學前須先建構相關科別醫師與護理人員間的共同心智模式。(三)護醫溝通任務的教學活動,應採協同教學策略,由護理人員與醫師共同擔任臨床教師。(四)要成功實施護醫溝通模組課程,臨床教師需先精熟護醫溝通教案與教學路徑、教學策略、教學鷹架及評值評分表的使用。
建議:(一)醫院對護理新人的執業能力職前訓練,未來可採任務為基礎的模組化課程與教學。(二)未來臨床教師的教學能力應針對教學課程中的單元主題應有計畫的發展。(三)醫院師培中心或教學部在業務上應配合臨床教師的教學需求,同步發展教師手冊與教學資源。

Nurse-physician communication is an important task for ward nurses and physicians to communicate the conditions about inpatients, but it is also one of the factors leading to frustration of the new nurses and their resignation. Researchers discovered in teaching educational hospital in some regions after many years of medical care teaching business supervision that nursing clinical instructors have the following dilemma when teaching newcomers to learn nurse-physician communication tasks: the newcomers don't know which kinds of patient situation are required to communicate with the physician, don't understand difficulties and problems for newcomers to learn medical care communication tasks, lacking of guidance and resources in guiding newcomers to learn the tasks. Through literature review and research team discussion, it is confirmed that the improvement of above teaching issues must construct a common mental model in communication between physician, surgeon and nurses, so as to develop the teaching ability of clinical instructors in the task and provide teaching resources etc.
The purpose of this study is to develop teaching program, Scaffolding instruction and teaching resources of nursing-physician communication course for nursing clinical instructor implementation. Two researchers adopt action research method to implement in two stages: the purpose of the first stage is preparation of physician SBAR mental models, design of teaching plans, estimation of nursing learning difficulties and development of new Scaffolding instruction. Physicians and nurses SBAR studies and training are held; focus group meetings are held with two specialists of internal medicine and surgery wards and five senior nurse leaders as well as nurse specialists are invited to confirm the four common physician-nurse communication situations in internal medicine and surgery ward, appraisal pointers for learning objectives, evaluation standard specification as well as passing standards. The purpose of second phase aims to test the hypothesis, develop teaching programs and overcome newcomers' obstacles in physician and nurse communication tasks and Scaffolding instruction. The researchers invited a physician to participate in nurse-physician communication task coordinating teaching action plan, tried to teach 28 new nurses through three rounds, and applied before-after experiment, observation, interviews, log, file analysis and other methods to search data during teaching process and results, so as to analyze the result for adjusting and designing teaching program and Scaffolding instruction.
The results include: (a) confirmation of four scenarios of nurse-physician communication teaching (new patient admission, illness conditions change, with doubts about the treatment of nurses, patient/family have doubts for medical treatment); (b) design of six Scaffolding instructions (common medical tests vocabulary, Q&A of doctor's advice system, SBARR portable memory card and communication process checklist, physical assessment checklist, shift checklists, case studies), and (c) design of teaching program and teaching path, (d) preparation of teaching manuals. Four conclusions can be obtained through documents: (a) Patient situation of different units differ in departments, so common scenarios of nurse-physician communication should be confirmed by nurse clinical teacher and ward physicians from various departments together. (b) Nurse-physician communication tasks involve both physicians and nurses, therefore a common mental model between physicians from relevant departments and nurses shall be constructed prior to teaching. (c) Teaching of physician-nurse communication tasks shall adopt collaborative teaching strategies and let nurses and physicians act as clinical instructors together. (d) To implement nurse-physician communication module course successfully, the clinical teacher shall first be proficient in nurse-physician communication teaching program and teaching path, teaching strategies, teaching aids and how to use the scaffolding instruction as well as appraisal score table.
Suggestions: (1) pre-service training of hospital for the practicing ability of new nurses can be applied as task-based modular curriculum and teaching in the future. (2) Teaching ability of the future clinical teacher should have development with plans focusing on the units in teaching courses. (3) The hospital teacher training center or educational department should meet the needs of the clinical teacher and develop teachers' manual and teaching resources synchronously.


第壹章 緒論 11
第一節 研究問題與背景 11
第二節 研究目的與研究待答問題 14
第三節 名詞解釋 15
第貳章 文獻查證 16
第一節 護醫溝通任務 16
第二節 教學鷹架理論 18
第三節、焦點團體法 26
第四節、 行動研究法 29
第五節、模組化課程的學習路徑與課程發展 34
第叁章 研究方法 38
第一節 研究情境與研究對象 38
第二節 研究時間與研究流程 39
第三節、研究工具及其效信度的考驗 56
第四節、倫理的考量 59
第四章 行動研究結果 60
第一節 護理新人學習「護醫溝通模組課程」的學習困難與問題 60
第二節 設計「護醫溝通模組課程」教學鷹架 66
第三節 教學鷹架對護理新人達成溝通學習目標的成效 86
第五章 討論與建議 90
第一節 行動研究歷程對「課程發展」階段上的意義 90
第二節 研究設計對於達成學習護醫溝通任務上的意義 93
第三節 教學鷹架與達成學習護醫溝通任務進步上的意義 95
第六章 結論與建議 99
參考資料 101
中文參考資料 101
英文參考資料 109
附錄ㄧ學習手冊 114
附錄二 焦點團體訪談法規畫、訪談指引 137
附錄三 研究者日誌 148
附錄四 教學手冊 182

中文參考資料
王文科、王志弘(1999)教育研究法台北:五南。
Wenke Wang , Zhihong Wang (1999) Educational Research Methods Taipei: Wunan.
王梅珍(2002)焦點團體研究法的理論與應用圖書與資訊學刊,40,29-46。
Meizhen Wang (2002) Theory and application of focus group research methods Books and Information Journal. 40,29-46.
吳宜蓁(2007)從SBAR經驗建構重大疫情媒體溝通之標準作業流程台灣衛誌,26(3), 241-249。
Yichen Wu (2007) the standard work procedures of constructing major epidemic communication with the media with the experience of SARS Taiwan Journal. 26(3), 241-249.
王素珍、鐘麗民(2005)訪談研究法在體育領域之運用大專體育,80,101-108。
Suzhen Wang, Limin Zhong (2005) The application of interview study methods in the sports area College Sports. 80,101-108
王金國(2001)成功學習之關鍵-自我調整學習課程與教學,5(1),145-164。
Jinguo Wang (2001) Key to successful learning - self-regulated learning curriculum and teaching. 5(1),145-164.
王政彥(2003)成人自我調控學習理論向度分析及評量工具之發展(1)(2)行政院國家科學委員會專題研究計畫成果計畫編號NSC90-2413-H-017-004;NSC91-2413-H-017-001。
Zhengyan Wang (2003) The theoretic dimensional analysis and the assessing tools’ development of adult self-regulated learning (1)(2)Administration Academy National Science Council research project accomplishments program No. NSC90-2413-H-017-004;NSC91-2413-H-017-001.
谷瑞勉譯(1999)鷹架兒童的學習-維高斯基與兒童教育。台北:心理。
Ruimian Gu translated (1999) scaffolding children's learning - Vygotsky and children education. Taipei: psychology.
毛炳楠(2005)國民小學數學教師教學鷹架策略分析之個案研究未出版之碩士論文,台中市:國立台中師範大學國民教育研究所。
Bingnan Mao (2005) The case analysis of national elementary school mathematics teachers’ scaffolding strategies unpublished graduate paper, Taizhong: National Taizhong Normal University National Institute of Education.
邱啟潤(1994)護理人員在基層保健醫療中的角色護理雜誌,41(3),9-13。
Qirun Qiu (1994) The role of nursing staff in primary-level caring medical care Nursing Magazines. 41(3),9-13.
高博銓(2002)教育研究法-焦點團體訪談法教育研究,103,101-110。
Boquan Gao (2002) Educational Research Methods -Focus group interview method Education Research. 103,101-110.
周立勳(1996)誰較有可能問問題?國小學童課葉尋助相關因素探討分析嘉義師範學報,10,261-295。
Lixun Zhou (1996) Who is more likely to ask a question? The examination analysis of factors concerning national elementary school students who seek help for teachers Jiayi Normal University Journal. 10,261-295.
周芬美(2007)。提升輔育院學生理化科的自我效能之行動研究科學教育,13,23-52。
Fenmei Zhou (2007) Improving raising school students’ physics, chemistry and biology self-efficacy Behavior research science education. 13,23-52.
林琬淇、林琬媛(2007)幼保細個別化模組創新教學實驗研究—以”幼兒活動設計”課程為例社會變遷下的幼兒教育與照顧學術研討會論文集,156-167。
Wanqi Lin, Wanyuan Lin (2007) individual modules innovative experimental study of early childhood care—the baby child education and care under the social change in terms of the "child activity design" course, Symposium papers. 156-167.
林致瑋、林永順 (2007).鷹架理論對技術教學的省思—以機械實習為例.發表於中華民國品質學會、國立新竹教育大學、國立教育研究院籌備處聯合主辦之「中華民國品質學會第43屆年會暨第13 屆全國品質管理」研討會,台北。
Zhiwei Lin , Yongshun Lin(2007). Scaffolding Theory’s Reflections on Teaching - A Case Study of mechanical internship. Paper published at the National Republic of China Quality Society 43th annual meeting and the 13th National Quality Management seminar in Taipei joint hosted by National Republic of China Quality Society, National Hsinchu University of Education, National Education Research Academy Preparatory Office.
吳明隆(2002).教育行動研究:理論與實務,台北:五南。
Minglong Wu (2002). Educational actions research: Theory and Practice, Taipei:Wunan.
黃光雄、楊龍立(2012).課程發展與設計:理念與實作,台北:師大書苑。
Guangxiong Guang, Longli Yang (2012). Curriculum Development and Design: Concept and Practice, Taipei:Normal University Bookstore.
黃光雄、蔡清田(2004).課程發展與設計,台北:五南。
Guangxiong Huang ,Qingtian Cai (2004). Curriculum Development and Design, Taipei:Wunan
單文經(1998).評鑑二種多元評量:真實評量與實作評量.北縣教育,25,46-52。
Wenjing Shan (1998).Evaluation of two kinds of multiple varibles assessment: true assessment and practice assessment. North County education. 25,46-52.
徐曼瑩、賴思妤、吳明娟、陳昱光(2006)‧醫院一般內外科病房新進護理人員前三個月工作的壓力、挫折與影響因素.教育部:技職教育醫護類課程發展中心。
Manying Xu, Siyu Lai, Mingjuan Wu, Liguang Chen (2006) The stress, frustration and influencing factors of hospital’s new nursing staffs in general surgical offices. Ministry of Education: Vocational Nursing Care Education Curriculum Development Center.
徐曼瑩(2008)‧行政院衛生署所屬醫院護理人員執業能力培訓課程方案及其成效之研究(行政院衛生署補助計畫)‧台北市:國立台北護理健康大學醫護教育研究所。
Manying Xu (2008) Administration Academy Health Administration afflitiated hospital nursing staff work capacity training courses plan and its effects analysis (Department of Health granted program) ‧Taipei City: National Taipei University of Nursing and Health Sciences Medical Care Education and Research Institute.
徐曼瑩 (2010)‧醫院新進護理人員執業培訓課程需求評估之研究‧行政院衛生署,96-97護理計畫成果集‧民國99年09月03日,摘自http://www.doh.gov.tw/ufile/doc/20_%e9%86%ab%e9%99%a2%e6%96%b0%e9%80%b2%e8%ad%b7%e7%90%86%e4%ba%ba%e5%93%a1%e5%9f%b7%e6%a5%ad%e5%9f%b9%e8%a8%93%e8%aa%b2%e7%a8%8b%e9%9c%80%e6%b1%82%e8%a9%95%e4%bc%b0%e4%b9%8b%e7%a0%94%e7%a9%b6.pdf.
Manying Xu (2010)‧The study of hospital’s new enrolled nursing staff medical practicing training courses need assessment ‧Administration Academy Health Administration, 96-97 nursing plan accomplishment archive‧ 2010 September 3, taken from
http://www.doh.gov.tw/ufile/doc/20_%e9%86%ab%e9%99%a2%e6%96%b0%e9%80%b2%e8%ad%b7%e7%90%86%e4%ba%ba%e5%93%a1%e5%9f%b7%e6%a5%ad%e5%9f%b9%e8%a8%93%e8%aa%b2%e7%a8%8b%e9%9c%80%e6%b1%82%e8%a9%95%e4%bc%b0%e4%b9%8b%e7%a0%94%e7%a9%b6.pdf.
醫策會‧病人安全資訊網(2013)100-102年度醫院推動醫療品質及病人安全工作年度計畫目標及策略‧2013年1月05日取自
http://www.patientsafety.tw/big5/Content.asp?cid=118.
Taiwan hospitals assessment and medical quality promotion association.Patient Safety Information website (2013) Year 100-Year 102 Hospital’s promotion of medical quality and patient safety annual plan, objectives and strategies ‧Jan 5th 2013, taken from
http://www.patientsafety.tw/big5/Content.asp?cid=118.
徐椿樑(2001)鷹架的學習理論在專業技術教學的成效分析研究。未出版論文,台北市,國立師範大學工業教育研究所。
Chunliang Xu (2001) The study and analysis of scaffolding learning theory’s effects in professional and technical education. Unpublished paper, Taipei, National Normal University industrial education research office.
莊逸洲(2005)醫院功能與管理—門診、急診、住院台北市:華杏。
Yizhou Zhuang (2005) Functions and management of hospital - outpatient, emergency, be hospitalized, Taipei City: Huaxing.
徐曼瑩、葉美玲、邱淑芬、吳祥鳳(1999)跨世紀護理技職教育規劃之探討醫護科技學刊,1(1),9-13。
Manying Xu, Meiling Ye, Shufen Qiu, Fengxiang Wu (1999) The planning and exploring of trans-centurial nursing vocational education, Nursing Science and Technology Journal. 1(1),9-13.
歐用生(1994)提升教師行動研究的能力研究資訊,11(2),1-6。
Yongsheng Ou (1994) The research information of improving teachers' action research capabilities. 11(2),1-6.
徐昌慧(2009)科技大學暨技術學院評鑑指標修訂及未來發展,評鑑雙月刊,18,36-40。
Changhui Xu (2009 ) Science and Technology University technology school assessment standards revision and future development, assessment and evaluation bimonth journal. 18,36-40.
張宛珍(1997)從終身學習觀點論鷹架理論在培養關鍵學習能力教學實務之應用。松高學報,1(1)145-159。
Wanzhen Zhang ( 1997) On the application of scaffolding theory in cultivating key learning abilities from the lifelong learning perspective. Songgao Journal. 1(1)145-159.
張于祈(2010)華語文數位教材之模組設計探討中原華語文學報,5,179-198。
Yuqi Zhang (2010) The research of Chinese digital textbooks module design, Zhongyuan Chinese Journal. 5,179-198.
張淑涵(2008)融入對談的探究教學對國中學生學習動機和學習成就影響之行動研究未出版之碩士論文,彰化市:國立彰化師範大學教育研究所。
huhan Zhang (2008) Analysis of inquiry teachings influence on middle school students learning motive and learning achievements, unpublished graduate paper, Zhanghua City, National Zhanghua Normal University Educational Research Office.
張馨云(2001)國小三年級英語故事教學中學習鷹架之探究未發表碩士論文,嘉義:國立嘉義大學教育研究所。
Xinyun Zhang ( 2001 ) The study of scaffolding learning in Elementary school three grade class English stories teaching, unpublished master's thesis , Chiayi : National Chiayi University Educational Research Office.
張德瑞、簡賢昌、李建民、丁一顧、李俊達、高紅瑛、林芳如、高敏麗、張淑娟、鄒小蘭、蔡美錦、王永進(2007)教學行動研究實務手冊與理論介紹,台北市:高等教育。
Derui Zhang, Xianchang Jian, Jianmin Li, Yigui Ding, Junda Li, Hongyiing Gao, Minli Gao, Shujuan Zhang, Xiaolan Zou, Meijin Cai, Yongjin Wang (2007) Practice manuals and theoretical introduction of teaching action research , Taipei: Higher Education.
許孟萍(2009)探討內外科病房新進護理人員醫護溝通能力模組課程及其成效未發表碩士論文,台北:國立台北護理學院醫護教育研究所。
Mengping Xu (2008) Study of communication module courses for new nursing staff in surgical offices and its effects, unpublished master's thesis, Taipei: National Taipei College of Nursing, Nursing Educational Research Institute.
莊玉如(2009)五年級中程度學生經由同儕學習成效研究未發表碩士論文,台南:國立台南大學教育研究所。
Yuru Zhuang (2009)The study of grade five middle level students’ learning effectiveness with the help of peers, unpublished master's thesis, Tainan, National University of Tainan Educational Research Institute.
陳垣之(2007)認知心理學台北市:五南。
Hengzhi Chen (2007) Cognitive Psychology Taipei City: Wunan.
陳定邦(2004)鷹架教學概念在成人學習歷程上應用-以空大統計學課輔教學為例國立空中大學社會學學報 ,12,109-144。
Dingbang Chen (2004) The application of the concept of scaffolding teaching on adult learning courses—take National Open University statistics course tutoring as example, National Open University Sociology Journal. 12,109-144.

陳淑芳(1998)從鷹架觀念談案例故事在教師專業成長的應用中華民國幼兒教育改革研究會1998年年會暨學術研討會台北市:國立師範大學。
Shufang Chen (1998) Discussing the application of case stories in teachers' professional growth in terms of scaffolding idea. the Republic of China Childhood Education Reform and Research Association 1998 Annual Meeting and Conference in Taipei: National Taiwan Normal University.
陳仕佑(2001)維高斯基鷹架學習在提升特殊學生潛能上的應用台東特教簡訊,13,47-49。
Shiyou Chen (2001) Vygotsky, the application of scaffolding learning in improving special students’ learning potentials, Taidong Special Education Newsletter.
陳惠邦(1998)教育行動研究,台北市:師大書苑。
Huibang Chen (1998) Educational Action Research, Taipei: National Taiwan Normal University Bookstore.
陳銹陵、陳明博、韓宜娣(2011)鷹架類型與先備知是對高職電腦軟體應用課程之成效探討數位學習科技期刊,3(1),101-120。
Xiuling Chen, Mingbo Chen, Yiti Han(2011) The effectiveness analysis of computer software applications vocational courses, Digital learning journal. 3(1),101-120.
陳志恆(2009)‧自我調整學習理論對學生課業學習外部干擾的處理與啟示‧台灣心理諮商季刊,1(4),1-13。
Zhiheng Chen(2009) The handling and enlightenment of self-regulated learning theory to students external study interference Taiwan Psychological Counseling Quarterly Journal. 1(4),1-13.
施勳鉁(1997)生活科技課程模組化教學之探討中華工藝教育30(7),16-20。
Xunzhen Shi (1997) The exploration of life science and technology curriculum modularized teaching, Chinese arts and crafts education. 30(7),16-20.
楊振嘉(2000)鷹架理論在國小酸鹼化學網站的應用研究‧未發表碩士論文,台中:靜宜大學應用化學研究所。
Zhenjia Yang (2000) The study of tbe application of scaffolding theory in acid-base chemistry research sites, unpublished master's thesis, Taizhong: Providence University Applied Chemistry Research Institute.
趙柏原(1999)國中學生自我效能、求助態度與課業求助行為之相關研究未發表碩士論文,彰化:國立彰化師範大學教育研究所。
Boyuan Zhao(1999) Relevant studies of junior high school students self-efficacy, attitudes and seeking help behaviors on their study, unpublished master's thesis, Changhua: National Changhua University Educational Research Institute.
趙建豐、林志隆(2005)評分規準(Rubric)的類型、發展方式與使用原則國教天地161,99-107。
Jianfeng Zhao, Zhilong Lin(2005) Types, developing methods, and applying principals of scoring standards, National Education Land. 161,99-107.
蘇錦麗(2011)大學學生學習成效評量教育研究月刊,207,18-30。
Jinli Su ( 2011) University students learning assessment, Educational Research Monthly. 207,18-30
潘明宏、陳志瑋(譯)(2001)焦點團體訪談:教育心理學適用(原作者:Vaughn, S., Schumm, J. S,.& Sinagub, J.)台北市:五南。(原出版年:1996)
Minghong Pan, Zhiwei Chen(translated) (2001 ) focus group interviews : the application of educational psychology ( author :. Vaughn, S., Schumm, J. S, & Sinagub, J.) Taipei City:Wunan ( Originally published in :1996).
邱修平(譯)(1998)教學心理學:學習的認知基礎(原作者:Gagne, E. D., Yekovich, C. W., & Yekovich, F. R.)台北市:遠流。(原出版年:1993)
uping Qiu(translated) ( 1998) Teaching Psychology: Cognitive -based learning ( author : Gagne, ED, Yekovich, CW, & Yekovich, FR) Taipei : Yuanliu ( Originally published in :1993)
鄒慧英(2006)規準分析模式的寫作教學與評量示例現代教育論壇15,665-667。
Huiying Zou(2006 ) Writing Instruction and Evaluation Samples of criteria based analysis models, modern education forum. 15,665-667.
蔡清田(2000)教育行動研究,台北市:五南。
Qingtian Cai (2000) Educational Action Research ,Taipei City: Wunan.
葉明珍(2007) 應屆畢業護生進入職場前預期工作壓力與企盼資源 弘光學報,51,39-50。
Mingzhen Ye (2007 ) Pre-graduating nursing students’s work pressure and expected resources before joining the work force, Hongguang Journal. 51,39-50.
謝伯榮(2005)國中生時間管理與學業成就關係之研究未發表碩士論文,台北:國立台北大學統計學系研究所。
Borong Xie (2005) Study of the relationship of junior high school students’s study time and academic achievements, unpublished master's thesis , Taipei:National Taipei University Statistics Department Research Institute .
盧珍瑩(2007)運用鷹架理論於國小二年級科學概念學習之研究-以「聲音」教學為例未發表碩士論文,屏東:國立屏東教育大學數理教育研究所。
Zhenying Lu (2007) Study of using scaffolding theory in second grade science concepts learning—take the example of voice teaching, Pingdong, National Pingtung University of Education Math and Science Educational Research Institute.

英文參考資料
Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-19.
Alibali, M(2006).Does visual scaffording facilitate student`mathematics learning? Evidence from early algebra.http://ies.ed.gov/funding/grantsearch/details.asp?ID=54
Adler-Kassner, L.,Rutz, C.,& Harrington, S.(2010).A guide for how faculty can get started using the VALUE rubrics. In T. L. Rhodes(Ed.). Assessing outcomes and improving achievement tips and tools for using rubrics (pp.19).Washington, DC:Association of American Colleges And Universities.
Anderson, D. E.(2008).Bridging the professional Chasm: Tool for Collaborative Communication. MedSurg Nursing,8-9.Hagbaghery, M. A., Salsali, M., & Ahmadi, F.(2004). The factors facilitating and inhibiting effective clinical decision-making in nursing: a qualitative study. BMC Nursing,3(2),1-11.
Auger, W.& Wideman, R.(2000).Using action research to open the door to life-long professional learning(Ed.).121(1),120-127.
Brown, M.& Macatangay, A.(2002).The impact of action research for professional development: Case study in two Manchester school.Westminster Studies in Education,25(1),35-45.
Bandura. A.(1997). Self-efficacy: The exercise of control. New York: Freeman.
Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C.(1995). The impact of goal orientation on self-regulation and performance among college student. British Journal of Educational Psychology, 65, 317-329.
Beed, P. L., Hawkins, E. M.,& Roller, C. M.(1991).Moving learners toward independence:The powerof scaffolded instruction. The Reading Teacher,44(9),648-655.
Bruner, J., Wood, D.,& Ross, G.(1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry,17,89-100.
Carr, W.& Kemmis, S.(1986).Becoming critical:Education,knowledge and action research. Philadephia, PA:The Falmer Press, Taylor & Francis.
Debra, J. P.,(1992). The negotiation of meaning and the transfer of responsibility for learning through teacher scaffolding and student self-scaffolding of instruction, University of Texas at Austin, Dissertation. Discourse event. Dissertation: University of Cincinnati.
Dickson, S. V., Chard, D. J., & Simmons, D. C.(1993).An integrated reading/writing curriculum : A focus on scaffolding. LD Forum, 18(4), 12-16.
Doyle, W.(1986). Classroom organization and management. In M. C. Wittrock(Ed), Handbook of research on teaching (3rd eds ),392-431.New York: Macmillen.
Doolittle, P.E.(1998). Vygosky’s zone of proximap development as a theortical foundation for cooperative learning. Virginia Polytechnic Institute and State University.
Dembo, M. h., & Eaton, M. J.,(2000). A course to teach cognitive and affective learning strategies to university student. Guidance & Counseling, 16(3), 86-91.
Dyson. A. H., (1990). Weaving possibities Rethinking metaphors for early literacy development, The Reading Teacher, 44, 205-213.
Elliott, J.(1987).Educational theory, practical philosophy and action rsearch. British Journal OF Educational Studies,35(2),149-169.
Friesen. M. A., Hughes, R.G,. & Zorn, M.(2007).Communication:Patient Safety and the Nursing Work Environment. Tar Heel Nurse,6-7.
Gee, J. p., Michaels, S., & O`Conner, M. C.(1992). Discourse analysis. In. M. D., Millroy, & J. Preissle(Ed.), The handbook of Qualitative Research in education(pp.227-291). New York: Academic Paress.
Glaser, R., & De Corte, E.(1992). Preface to the assessment of prior knowledge as a determinant for future learning. Urrecht London B.V.Jessica Kingsley Publisher.
Gorden, W. I., Lindner, R. W., & Harris, B. R.(1996). A factor analytic study of the self-regulated Learning Inventory. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
Griffin, M.(2010).What is arubrics?In T. L. Rhodes(Eds.),Assessing outcomes and improving achievement tips and tools for using rubrics (pp.9-10).Washington, DC:Association of American Colleges And Universities.
Hagbaghery, M. A., Salsali, M., & Ahmadi, F.(2004) The factors facilitating and inhibiting effective clinical decision-making in nursing:a qualitative study.BMC` nursing, 3(2),1-11.
Harris, C. J., & Rooks, D. L. (2010). Managing inquiry-based science challenges in enacting complex science instruction in elementary and middle school classrooms. Science Teacher Education, 21, 227-240.
Homsted, L.(2004). Nurse/Physician communication. Tar Heel Nurse, 66(2),14-18.
Hannafin, M., Land, S., & Oliver, K.(1999). Open learning environments: Foundations, methods, and models. In c. m. Reigeluth (Ed.), Instructional – design theories and models (Vol. II). Mahwah, NJ:Erlbaum.
Judithann, W. W.,(1993).Weekend report: A qualitative study of the scaffolding.
Johnson-Laird , PN (1983). Mental models: Towards a cognitive science of language, inference and consciousness. Cambridge, England: Cambridge University Press.
Larkin, M. J.(2001). Providing support for student independence through scaffolded instruction. Teaching Exceptional Children, 34,30-36.
Levi, A. J.,& Stevens, D. D.(2010).Assessment of the academy,for the academy. By the academy. In T. L. Rhodes(Ed.), Assessing outcomes and improving achievement tips and tools for using rubrics (pp.5-7).Washington, DC:Association of American Colleges And Universities.
Macan, T. H., Shahani, C., Dipboye R. l., & Phillips A. P.(1990).College student time management: Correlations with academic performance and stress. Journal of Educational psychology,82(4),760-768.
Marsh, George Willis.(2007). Curriculum: Alternative Approaches, Ongoing Issues. Pearson/Merrill Prentice Hall.
Michele, G.(2000).Using community based action research to promote critical reflection in preservice teacher.(ERIC Document Reproduction Service No.ED446067)
Newman, R. S., & Goldin, L.(1990).Children`s reluctance to seek help with schoolwork. Journal of Educational Psychology,82,92-100.
Pope, B., Rodzen, L. & Spross, G.(2008).Rasing the SBAR: How better communication improve patient outcomes. Nursing.38,41-43.
Paris, S., & Paris, A.(2001).Classroom applications of research on self regulated learning. Educational Psychology,36(2),89-101.
Palincsar, A. S.(1986).The role of dialogue in providing scaffold instruction. Educational Psychologist,21(1&2),73-98.
Pintrich, P. R.(2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. P intrich, & M. Zeidner (Eds).
Pintrich, P. R., Smith, D. A., & McKeachie, W. j.(1989). A manual for the use of the Motivated Strategies for Learning.
Rogoff, B.(1990).Apprenticeship in thinking:Cognitive development in social context. New York: Oxford University Press.
Roehler, L. R.,& Calton, D. J.(1996).Scaffolding:A powerful tool in social constructivist classrooms.Retrieved April 20,2003,from the World Wide Web:htpp://ed-web3.educ.msu.edu/literacy/papers/paperlr2.htm
Schunk, D. H.(2001).Social cognitive theory and self-regulated learning. In B. J. Zimmerman, & D. H. Schunk (2nd Eds).
Spires, H. a., Donley, J., & Penrose, A. M.(1990).Prior Knowledge Activation: Inducing text engagement in reading to learn. Paper presented at the annual meeting of the American Educational Research Associaion, Boston, MA.
Stewart, O., & Tei, E.(1982).Some implications of reading instruction.Journal of Reading,27,36-43.
Satchwell, Kathleen (2005).Students at Rhodes under Apartheid. African Sociological Review,9 (1),167
Tsai, C. C., Ho, H. N. J., Liang, J. C., & Lin, H. M. (2011). Scientific epistemic beliefs,conceptions of learning science and self-efficacy of learning science among highschool students. Learning and Instruction. Advance online publication.doi:10.1016/j.learninstruc.2011.05.002.
Vygotsky, L. S.(1962). Thought and language. (E. Hanfmann & G. Vakar, Eds. & Trans). Cambridge, MA: MIT Press.
Wood, P. , Bruner, J. , & ROSS, G. (1976) .The role of tutoring in problem solving. Journal of child psychology and psychiatry,17,89-100.
Well, C. G.(1997).Learning through Interaction. Cambridge:Cambridge University Press.
Weinstein, C. E.(1987). Learning and study strategies inventory (LASSI): User`s manual. Clearwater, FL:H&H Publishing Company.
Weinstein, C. E.(1990). Learning and study strategies inventory –high school version version (LASSI-HS): User`s manual. Clearwater, FL:H&H Publishing Company.
White, B., & Frederiksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-117.
Zimmerman, B. J.(1986).Development of self-regulated learning: Which are the key sub-process? Contemporary Educational Psychology,16,307-313.
Zimmerman, B. J.(1990).Self-regulated learning and academic achievement: An overview. Educational Psychology,25(1),3-17.
Zimmerman, B. J.(2001).Theories of self-regulated learning and academic achievement: An overview and analysis. In D.H. Schunk & B. J. Zimmerman(2nd eds.) Self-regulated learning and academic achievement theoretical perspectives(pp2-37). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top