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研究生:王若萱
研究生(外文):Ruo-Hsuan Wang
論文名稱:結合概念圖的擬題學習模式對國文學習成就、批判思考傾向及擬題品質之影響
論文名稱(外文):Effects of a Concept Mapping-Based Problem-Posing Approach on Students’ Learning Achievement , Critical Thinking Tendency, and Problem-Posing Quality in a Chinese Language Course
指導教授:黃國禎黃國禎引用關係林奇臻林奇臻引用關係
指導教授(外文):Gwo-Jen HwangChi-Jen Lin
口試委員:林奇臻朱蕙君賴秋琳
口試委員(外文):Chi-Jen LinHui-Chun ChuChiu-Lin Lai
口試日期:2019-06-19
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:數位學習與教育研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:中文
論文頁數:78
中文關鍵詞:擬題概念圖批判思考傾向學習態度認知負荷
外文關鍵詞:problem posingconcept mappingcritical thinking tendencylearning attitudecognitive load
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過去在傳統國文課程中,教師多以講述教學法為主,因此學生的學習大多停留在記憶與理解知識的階段,而無法主動建構知識並進行高層次思考的學習。然而,學者指出,學習不應該只是單向知識的傳遞,應該是透過互動及深層思考來建構知識。擬題被認為是能促進學生互動及高層次思考,並有助於提升學習成效的活動。然而,過去的研究也指出,擬題對多數學生來說是一個比較困難的學習任務,若沒有適當的輔助,可能會產生負面影響,例如認知負荷過重、增加學習焦慮、降低動機等。概念圖是一個能幫助學生組織知識架構,進行系統化思考的心智工具,對於協助學生釐清問題及進行深層思考有很大的助益。因此,本研究嘗試結合概念圖的擬題學習模式,採用準實驗設計,針對國中八年級國文課程進行實驗。研究結果顯示,採用結合概念圖的擬題學習模式與一般擬題方法學習模式相比,更能提升學生的學習成就、批判思考傾向及擬題品質;同時,在學習態度與認知負荷方面無顯著差異。
In the past, in traditional Chinese language courses, most of the teachers used didactic instruction. Therefore, most of the students were only to memorize and take in the knowledge, and they could not actively build up the knowledge and think critically. However, scholars pointed out that learning should not be only about receiving knowledge; it should be constructed knowledge through interaction and deep thinking. Problem posing is considered to be an activity that promotes student interaction and higher-order thinking and helps to improve learning outcomes. However, past studies have also pointed out that problem posing is a difficult task for most students. If the students are not properly assisted, there may be negative effects such as cognitive overload, increased learning anxiety, and reduced motivation. Concept mapping is a mental tool that helps students organize their knowledge structure and think systematically. It is very beneficial to help students clarify problems and think deeply. Therefore, this study attempts to use the concept mapping-based problem-posing approach, using quasi-experimental design and conducting experiments on the eighth-grade Chinese language curriculum. The results of the study show that students who used the concept mapping-based problem-posing approach can improve their learning achievement, critical thinking tendency, and problem-posing quality. At the same time, there is no significant difference in learning attitude and cognitive load.
摘要 III
ABSTRACT IV
目錄 V
圖目錄 VIII
表目錄 IX
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 4
1.3名詞釋義 5
1.3.1擬題方法 5
1.3.2概念圖 5
1.3.3學習成就 6
1.3.4批判思考傾向 6
1.3.5學習態度 6
1.3.6認知負荷 7
1.3.7擬題品質 7
第二章 文獻探討 8
2.1擬題方法 8
2.2概念圖 10
第三章 實驗設計 13
3.1研究架構 13
3.2研究對象 15
3.3研究課程 15
3.4學習工具介紹 16
3.5實驗流程 20
3.6研究工具 22
3.6.1成就測驗 22
3.6.2批判思考傾向量表 25
3.6.3學習態度量表 25
3.6.4認知負荷量表 26
3.6.5訪談大綱 26
3.7擬題評分標準 27
3.8資料處理與分析 29
第四章 研究結果與分析 31
4.1學習成就 31
4.2批判思考傾向 32
4.3學習態度 33
4.4認知負荷 34
4.5擬題品質 35
4.6訪談結果 36
第五章 結論與未來展望 39
5.1研究結果與討論 39
5.1.1學習成就 39
5.1.2批判思考傾向 41
5.1.3學習態度 41
5.1.4認知負荷 42
5.1.5擬題品質 43
5.2未來研究建議與展望 44
參考文獻 46
附錄一 國文學習能力測驗 58
附錄二 〈張釋之執法〉課程學習成就測驗 61
附錄三 批判思考傾向問卷 65
附錄四 學習態度問卷 66
附錄五 認知負荷問卷 67
附錄六 訪談大綱 68
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