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研究生:李國禎
研究生(外文):Li Guozhen
論文名稱:國中學生對教師有效教學行為的知覺與其學習策略、學業成就之相關研究
論文名稱(外文):The Relations among Effective Teaching, Learning Strategies and Academic Achievement
指導教授:謝季宏謝季宏引用關係
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:教育學系
學門:教育學門
學類:綜合教育學類
論文出版年:2001
畢業學年度:89
語文別:中文
論文頁數:190
中文關鍵詞:有效教學學習策略學業成就
外文關鍵詞:effective teachingteaching effectivenesslearning strategyacademic achievement
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論文名稱:國中學生對教師有效教學行為的知覺與其學習策略、學業成就之相關研究
校(院)所組別:國立高雄師範大學教育學系碩士班 頁數:190
畢業時間及提要別:八十九學年度第二學期碩士學位論文提要
研究生:李國禎 指導教授:謝季宏 博士
論文提要內容:
本研究之主要目的在於:一、探討有效教學行為及學習策略的理論及其研究;二、瞭解目前國中生對教師有效教學行為的知覺及學生學習策略的現況;三、瞭解不同背景變項的國中學生對教師有效教學行為的知覺、學習策略與學業成就的差異情形;四、探討國中生對教師有效教學行為的知覺及學習策略二者間的相關情形;五、探討國中生對教師有效教學行為的知覺與學生學習策略在學業成就上的預測作用;六、根據研究結果提出具體建議,以為國中師生教學與學習之參考。
本研究採文獻分析法及問卷調查法,採多階段叢集抽樣方式進行,分別以高雄市四所及雲林縣三所國中學生為樣本,樣本人數共計661人。調查工具為「基本資料調查表」、陳玉蘭(民86)所編製的「有效教學問卷」及李咏吟等(民82)所編製的「國中生學習與讀書策略量表」等三種。依調查所得的資料,以描述統計、t考驗、單因子變異數分析、雙因子變異數分析、皮爾森積差相關、典型相關及逐步多元迴歸等統計方法加以處理。
本研究得到以下的結論:
一、國中生對教師有效教學行為的知覺與學習策略現況尚稱良好。
二、不同家庭社經地位學生對教師有效教學行為的知覺有差異。
三、學生學習策略的使用逐年級增加而降低。
四、家庭社經地愈高的學生其學習策略表現也愈好。
五、學業成就因個人背景變項不同而有差異。
六、有效教學行為的知覺、學習策略和學業成就都具有正相關
七、學習策略比有效教學行為的知覺更能預測學業成就。
八、有效教學行為知覺的「促進了解」與學習策略的「考試策略」最能預測學業成就。
最後,根據研究結果提出各項建議,以供教學實務上及未來研究之參考。
關鍵詞:有效教學、學習策略、學業成就
The Relations among Effective Teaching, Learning Strategies and Academic Achievement
Li Guozhen
Abstract
The main purpose of this study is to examine the relationships among the perception of effective teaching, learning strategies and academic performance of public junior high school students.
A total of 661 students, randomly selected from public junior high schools in Yulin County and Kaoshiung City, responded to a set of instruments including the Background Sheet, the Effective Teaching Scale and the Learning and Studying Scale. The statistical methods used to analyze the data were descriptive statistics, one-way ANOVA, product-moment correlation, canonical correlation, two-way ANOVA, stepwise multiple regression analysis.
The conclusions of this study are summarized as follows:
1.The perceptions of the current effective teaching and learning strategies are above the average.
2.There are significant differences in students’ perception of effective teaching among three socio-economic status.
3.The performance of students’ learning strategies declines as their grade level raises.
4.Students’ academic achievement raises as their socio-economic status are better.
5.Significant differences are found in students’ academic achievement based on gender and socio-economic status.
6.There are significant and positive correlations among the perception of effective teaching, the use of learning strategies and academic achievement of students.
7.According to the stepwise regression analysis, the use of learning strategies is a more effective predicator for students’ academic performance than effective teaching, and the strategies of exam-taking and comprehension-promoting are the best predictors of learning strategies and effective teaching respectively.
Finally, some suggestions for teaching in practice and further research are proposed based on the results.
Keywords:effective teaching, teaching effectiveness, learning strategy, academic achievement.
目次
第一章緒論
第一節研究動機與目的…………………………………………1
第二節 名詞釋義………………………………………………..3
第三節 研究範圍與限制………………………………………..5
第二章文獻探討
第一節有效教學的理論分析……………………………………7
第二節學習策略的理論分析…………………………………..38
第三節有效教學行為、學習策略與學業成就之關係探討…..63
第三章研究設計與實施
第一節研究架構………………………………………………..71
第二節研究假設………………………………………………..73
第三節研究對象………………………………………………..75
第四節研究工具………………………………………………..77
第五節研究步驟………………………………………………..81
第六節資料處理………………………………………………..82
第四章研究結果與討論
第一節國中教師有效教學行為、學生學習策略與學業成就之現況分析………………………………………………..85
第二節背景變項在國中教師有效教學行為、學生學習策略與學業成就之差異比較…………………………………..94
第三節國中教師有效教學行為、學生學習策略與學業成就間關係之分析……………………………………………..115
第四節有效教學行為與學習策略對學業成就之交互作用分析析………………………………………………………129
第五節有效教學行為、學習策略對學業成就聯合預測力之分析………………………………………………………136
第五章結論與建議
第一節主要研究發現………………………………………….151
第二節結論…………………………………………………….158
第三節建議……………………………………………………..161
參考書目
一、中文部分……………………………………………………169
二、西文部分……………………………………………………174
表次
表2-1-1 國內學者專家對「有效教學」的定義………………………………………9
表2-1-2 國外學者專家對「有效教學」的定義…………………………………….11
表3-3-1 樣本分布狀況一覽表……………………………………………………...76
表3-4-1 家庭社經地位換算分類表………………………………………………...78
表4-1-1全部樣本國民中學教師有效教學行為之現況分析摘要表(N=661)….85
表4-1-2雲林縣樣本國民中學教師有效教學行為之現況分析摘要表(N=305)…86
表4-1-3高雄市樣本國民中學教師有效教學行為之現況分析摘要表(N=356)…87
表4-1-4 全部樣本國民中學學生學習策略之現況分析摘要表(N=661)………89
表4-1-5 雲林縣國民中學學生學習策略之現況分析摘要表(N=305)…………..90
表4-1-6 高雄市國民中學學生學習策略之現況分析摘要表(N=356)…………..91
表4-2-1 不同性別之學生在國中教師有效教學行為的差異比較………………...95
表4-2-2 不同年級之學生在國中教師有效教學行為的差異比較………………..96
表4-2-3不同社經地位學生在國中教師有效教學行為的差異比較………………98
表4-2-4不同背景變項學生在國中教師有效教學行為的差異比較摘要表………100
表4-2-5 不同性別之學生在學習策略的差異比較………………………………..102
表4-2-6不同年級之學生在學習策略的差異比較………………………………...103
表4-2-7 不同社經地位學生在學習策略國中教師有效教學行為的差異比較…106
表4-2-8 不同背景變項學生在國中教師有效教學行為的差異比較摘要表……..108
表4-2-9 不同性別之學生在學業成就上的差異比較……………………………..110
表4-2-10 不同社經地位國中學生在學業成就的差異比較………………………112
表4-2-11 不同背景變項之學生在學業成就的差異比較摘要表…………………113
表4-3-1 有效教學行為與學業成就之相關係數(N=661)………………………115
表4-3-2 有效教學行為與學業成就之相關係數(N=661)………………………..117
表4-3-3 有效教學行為與學習策略之相關係數…………………………………..118
表4-3-4 有效教學行為各層面與學業成就之典型相關分析摘要表……………..120
表4-3-5學習策略各層面與學業成就之典型相關分析摘要表…………………..121
表4-3-6 有效教學行為與學習策略之典型相關分析摘要表…………………….123
表4-4-1 有效教學行為與學習策略在國文科上之二因子變異數分析摘要表…………………………………………………………………………129
表4-4-2 有效教學行為與學習策略在英語科上之二因子變異數分析分析摘要表……………………………………………………………………….…130
表4-4-3 有效教學行為與學習策略在數學科上之二因子變異數分析分析摘要表…...…………………………………………………………………......131
表4-4-4有效教學行為與學習策略在學業成就上之二因子變異數分析分析摘要表………………………………………………………………………..…132
表4-5-1 有效教學對學業成就預測力分析……………………………………….136
表4-5-2學習策略對學業成就之逐步多元迴歸分析摘要表……………………....137
表4-5-3有效教學行為與學習策略對國文科之逐步多元迴歸分析摘要表…..….140
表4-5-4 有效教學行為與學習策略對英文科之逐步多元迴歸分析摘要表……..142
表4-5-5 有效教學行為與學習策略對數學科之逐步多元迴歸分析摘要表….…144
表4-5-6 有效教學行為與學習策略對整體學業成就之逐步多元迴歸分析摘要表…………………………………………………………………………146
圖次
圖2-2-1 訊息處理系統中的學習歷程……………………………………………..45
圖2-2-2 Flavell的認知監控式…………………………………………………….47
圖2-2-3 Brown對於後設認知的分類…………………………………………….51
圖2-2-4 研讀成分之間的關係模式……………………………………………….52
圖3-1-1 研究架構圖………………………………………………………………..72
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