臺灣博碩士論文加值系統

探究式學習策略能培養學生主動學習的態度；然而，在參與探究活動的過程中，若學生主動探究及自主學習的能力不足，學習成效可能有限，尤其在需要將知識應用於真實環境問題的時候。由於多數的探究式學習活動設計，主要針對對學習任務的規劃及說明，而忽略在探究過程中如何引導學生設定個人學習目標及策略。在眾多的學習輔助模式中，自律機制正是一個能夠培養學生規劃個人學習目標及策略的有效方式；因此，本研究嘗試發展結合自律機制之探究式行動學習模式，並應用在台北市某國小自然課程的昆蟲單元，幫助學生在真實環境的探究學習活動中有更好的學習表現，採用準實驗設計於自然課程中，實驗組採用自律機制之探究行動學習模式；控制組採用一般探究式行動學習模式。本研究結果證實，結合自律機制之探究式行動學習活動，比一般探究式行動學習的教學方法，在學生的自然科學課程的學習成就、自律能力、自我效能與求助能力上具有顯著差異。未來建議可進行更長時間的研究，分析對於低自律學生的學習成效之影響。

Previous studies have revealed the effectiveness of inquiry-based learning in students’ active learning. However, students’ learning results might be limited if they do not have enough ability in active inquiry and learning, especially in the situation of applying knowledge in real environment. Most of the inquiry-based learning activity designs focused on the planning and explanation on learning tasks and neglected how to guide students to set personal learning goals and strategies. In many learning facility modes, self-regulation is an effective way to cultivate students to plan their personal learning goals and strategies. Therefore, an inquiry-based mobile learning mode with self-regulation mechanism was proposed to help students perform better in the inquiry-based learning activity in the real environment. A quasi-experimental design was adopted in a natural science course at an elementary school; the experimental group students used inquiry-based mobile learning mode with self-regulation mechanism; while the control group students learned with conventional inquiry-based mobile learning mode. Moreover, the both group of students’ performance on learning achievement, self-regulation ability, self-efficacy, and help seeking ability were evaluated. The experimental results of the study confirmed that self-regulation mechanism-based inquiry mobile learning approach could enhance students’ learning performance and higher order thinking, such as Self-regulated learning, self-efficacy, and help seeking. It is suggested that analyzes lower self-regulated abilities, can be explore in future long-term research.

Abstract II
致謝 III
目錄 IV
圖目錄 VII
表目錄 VIII
第一章 緒論 1
1.1.研究背景與動機 1
1.2.研究目的與問題 2
1.3.名詞釋義 3
1.3.1探究式學習(Inquiry learning) 3
1.3.2行動學習 (Mobile learning) 3
1.3.3自律機制(Self-Regulation) 4
1.3.4 學習成就 4
1.3.5自律能力 4
1.3.6自我效能 4
1.3.7 求助能力 5
第二章 文獻探討 6
2.1.探究式學習(Inquiry learning) 6
2.1.1.探究式學習理論 6
2.1.2.探究式學習模式 6
2.1.3.探究式學習層次區分之學習模式 7
2.2.行動學習(Mobile learning) 8
2.2.1.行動學習發展 8
2.2.2.行動學習之特性 9
2.3.自律學習(Self-Regulation) 9
2.3.1 自律學習理論 10
2.3.2 自律學習模式 10
第三章 結合自律機制之探究式行動學習系統開發 12
3.1. 系統架構 12
3.2. 系統開發環境 13
3.3. 學習內容 14
3.4. 自律機制之探究式行動學習模式 15
3.5. 自律機制之探究式行動學習系統 16
第四章 研究設計 27
4.1. 研究架構 27
4.2. 研究對象 28
4.3. 研究課程 29
4.4 實驗流程 31
4.5. 研究工具 33
4.5.1. 自然科學習成就測驗 33
4.5.2. 自律學習能力量表 33
4.5.3. 個人自我效能量表 34
4.5.4. 求助能力量表 34
4.5.5 訪談題目 35
4.6 資料處理與分析 35
第五章 研究結果與分析 37
5. 1 自然科學習成就 37
5. 2 自律能力 42
5. 3 自我效能 44
5. 4 求助能力 45
5.4.1 求助能力之資料搜尋分析結果 46
5.4.2 求助能力之正式查詢分析結果 47
5.4.3 求助能力之非正式查詢分析結果 48
第六章 結論與未來展望 50
參考文獻 58
附件一 自然科學習成就測驗 63
附件二 自然科定期評量 66
附件三 自律能力量表 70
附件四 自我效能量表 72
附件五 求助能力量表 73
附件六 訪談題目 74

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