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從「留白」中萌芽的自主學習──以新竹縣道禾實驗學校為例;The Sprouting of Self-Directed Learning from ′Blank Space′—A Case Study of Dahe Experimental School in Hsinchu County
http://ir.lib.ncu.edu.tw/handle/987654321/93626
title: 從「留白」中萌芽的自主學習──以新竹縣道禾實驗學校為例;The Sprouting of Self-Directed Learning from ′Blank Space′—A Case Study of Dahe Experimental School in Hsinchu County abstract: 當今教育期許學生自發主動,並強調自主學習的重要性。然而,研究者在教育現場經驗中,卻發現──冗長且不間斷的學習時數、每日不變的課表,使原本應為學習主體的學生無法掌握自己的學習節奏,所有時間被學校課程進度、升學考試填滿。
學習者在固定的時間內於既定的軌道上被往前推,主動的態度就不易建立,所以,將學習主體還給學習者的第一步,即是給予他們能夠自由安排的「自主學習」時間與空間,使其得以嘗試、規畫、選擇、承擔,而這樣的空白時間與空間,就是「留白」。因此,欲推動自主學習,都需從「留白」的教育開始邁入,讓孩子有機會看見不同的學習風景。
本研究進入以村落教育為核心精神的道禾實驗教育學校,從觀察學校留白課程、四時慶典、專題發表等活動,使用參與觀察法、半結構式訪談法、文件分析法作為資料蒐集方式,透過提問、傾聽等,深入探討個案真實生活情境,並針對脈絡觀點加以分析、歸納與詮釋。在長期觀察之下,研究者看見研究對象在面對未知時,勇敢探索、學習、轉變與展現的過程,發現當中關於留白和自主學習的教育理念與實踐,透過教學環境的改變、教師的信任及放手,所促進之學習者學習動機產生、同儕合作的學習循環,而這也正為臺灣的學校提供了教育上的洞見,勾勒一個可能的教育途徑。
關鍵字:留白、自主學習、實驗教育、學習主體
;In modern education, there is an increasing emphasis on students′ intrinsic motivation and the importance of self-directed learning. Paradoxically, empirical observations in educational settings reveal a stark contrast: students often find themselves trapped in exhaustive and uninterrupted study hours, confined by rigid daily schedules that leave them without control over their learning trajectory. Their time is always monopolized by the continuous progression of the school curriculum and the constant preparation for higher education entrance examinations.
Traditionally, students have been positioned as the focal point of the learning process but are constantly pushed forward along predetermined tracks, which hampers the development of their proactive learning attitudes. To address this issue, the crucial first step involves giving them opportunities for discretionary "self-directed learning" periods and spaces. This will allow them the freedom to experiment, strategize, make choices, and take responsibility for their own learning. Consequently, whether it is in the context of rural community schools or conventional urban educational institutions, the transition to self-directed learning begins with the introduction of ′blank-leaving′ education. This paradigm provides students with the opportunity to independently explore diverse educational landscapes.
This research explores the Daohe Experimental School, rooted in village education principles. Through observing blank space, seasonal events, and presentations, data was gathered via participatory observation, interviews, and document analysis. The study revealed how embracing blank space and autonomous learning, facilitated by changes in teaching approaches and teacher trust, enhances learner motivation and peer collaboration. These findings offer valuable insights for Taiwan′s educational landscape, outlining a potential pathway for reform.
Keywords: Blank-leaving, Self-Directed Learning, Experimental Education, Learner-Centered System
<br>幼兒數概念體驗的遊戲化學習環境設計;Preschoolers’ Storyline Concept-Driven Numerical Curriculum Design and Evaluation
http://ir.lib.ncu.edu.tw/handle/987654321/93621
title: 幼兒數概念體驗的遊戲化學習環境設計;Preschoolers’ Storyline Concept-Driven Numerical Curriculum Design and Evaluation abstract: 對於幼兒園幼兒與一年級學童而言,教育型APP可以幫助他們學習數學概念,例如數字理解、數量辨識、計數、數學應用與數字組合等。然而,多數的數學學習APP都只提供題目和解答,較少給予使用者反饋或著重於概念理解。研究者認為,對於幼兒和學童而言,數學概念的習得比大量練習更為重要。因此,研究者採用概念設計的方式,結合概念、體驗、物件與覺察,設計了一個 CEO-Awareness的學習架構,並依據CEO-Awareness學習架構開發了一款名為「Kid +」的數學概念學習APP,主要在培養他們的概念理解與認知能力。結合故事情節設計與情境式學習的學習環境,幼兒可以在充滿故事性的數學學習APP中探索與習得數學概念。研究對象為桃園市某國小一年級班級和其附設幼兒園兩個班級,一共有41名小學一年級學童與中、大班幼兒參與APP概念式數學學習,透過一對一訪談調查學習動機以及APP中關卡分數,進行描述性統計與相關性分析,結果發現:一、幼兒與學童皆對於本研究APP的學習動機高;二、概念式數學的學習環境能造成他們的情感變化;三、在概念學習的分數方面,發現幼兒和學童操作數位裝置方式的不同將影響其學習及能力表現;四、數學的難度將與幼兒的學習動機高度相關。;For preschoolers, educational APPs can assist them in learning mathematical concepts including numbering, quantity, counting, applicating, and combinations of all. However, most of the math learning APPs only provide questions and answers, but limited user feedback or conceptual understanding. We believe that from preschoolers to first-grade children, the acquisition of mathematical concepts is more important than extensive practice. Therefore, to design a CEO-Awareness model, we combine concepts, experiences, objects, and awareness as a conceptual design approach. Based on the CEO-Awareness model, we developed a mathematical concept learning App named "Kid+", which is aimed at cultivating conceptual understanding and cognitive abilities.
With a learning environment integrated with narrative design and situated learning, children can explore and acquire mathematical concepts in the math learning APP filled with storytelling elements. A total of 41 participants at an elementary school located in Taoyuan City, including preschoolers to first-grade students, took part in the app learning. Through one-on-one interviews investigating learning motivation and analyzing scores from the APP, descriptive statistics and correlation analysis were conducted. The results revealed that preschoolers and first-grade children exhibited high learning motivation for the APP. Additionally, the conceptual math learning environment influenced their emotional changes. Concerning conceptual learning scores, it was observed that the different ways preschoolers and school-age children interacted with digital devices impacted their learning and performance abilities.
<br>Effects of Self-questioning Instruction on Taiwanese High School Students’ Quality of Question Generation and Reading Comprehension
http://ir.lib.ncu.edu.tw/handle/987654321/93618
title: Effects of Self-questioning Instruction on Taiwanese High School Students’ Quality of Question Generation and Reading Comprehension abstract: 本研究旨在探討自我提問教學對於台灣高中生在提問層次及閱讀理解表現上的影響,並分析提問層次與閱讀理解表現的關聯。研究者以北部某高中的57位高一生為研究對象,進行兩堂課的自我提問教學,教導學生自我提問的意義、PISA閱讀素養問題層次,以及提問句型,並透過課堂閱讀與討論熟悉自我提問。此外,本研究亦探討讀者的先備知識與後設認知覺識對提問層次及閱讀理解表現的影響。研究者以單組前後測設計,分別於教學介入前後蒐集學生的文本主題先備知識、自我提問層次表現、閱讀理解表現,以及針對閱讀策略的後設認知覺識。研究結果顯示,學生提出的問題仍以低層次的「表徵字面意義」為主,而自我提問層次與閱讀理解表現在教學介入前後並無顯著差異。此外,提問層次與閱讀理解間並未發現關聯。從讀者特性對自我提問的表現來看,學生的先備知識與後設認知覺識有交互作用。在低先備知識者的表現中,後設認知覺識越高,提問層次越高。而從讀者特性對閱讀理解的表現來看,先備知識的差異會影響其在閱讀理解的表現,在高層次的「省思形式與內容」表現上尤其顯著。先備知識越高,「省思形式與內容」的閱讀理解表現越佳。;The present study explored the effects of self-questioning instruction on Taiwanese high-school students’ performance of question quality and reading comprehension. Besides, the relationship between the quality of questions and reading comprehension was analyzed. Participants were 57 tenth graders in a high school located in northern Taiwan. During the intervention, purposes of self-questioning while reading, question types under PISA reading literacy framework, and question stems were mentioned and modeled by the instructor then practiced by the participants through reading and discussion. In addition, readers′ prior knowledge and metacognitive awareness were examined to determine their effects on performance of question quality and reading comprehension. The experiment was under single-group design to collect data on reader characteristics and learning outcomes before and after the intervention.
The results indicated that students generated most of the questions on lower level (i.e., representation of literal meaning) before and after the intervention. No significant difference was shown on students′ quality of questions and reading comprehension. No correlation was found between the quality of questions and reading comprehension. Regarding the influence of readers’ characteristics, an interaction was discovered between students’ prior knowledge and metacognitive awareness on self-questioning performance. Among low-knowledge readers, the higher their metacognitive awareness was, the higher quality of questions they generated. On the other hand, students’ difference on prior knowledge positively affected their reading comprehension performance, especially on higher order of reading literacy (i.e., reflections on form and content).
<br>同儕互教對國中生數學學習成效之影響:準備、講解、互動三階段分析;Examining Learning-by-Teaching Effect on Middle School Students’ Math Learning: A Three-Stage Analysis of Preparing-to-Teach, Explanation, and Interaction
http://ir.lib.ncu.edu.tw/handle/987654321/93616
title: 同儕互教對國中生數學學習成效之影響:準備、講解、互動三階段分析;Examining Learning-by-Teaching Effect on Middle School Students’ Math Learning: A Three-Stage Analysis of Preparing-to-Teach, Explanation, and Interaction abstract: 本研究旨在探討國中生的數學同儕互教學習成效、高低分群學生的同儕互教學習成效差異、以及國中生在同儕互教中的準備、講解、互動品質與程度,並透過分析準備、講解、互動程度與考試成績之關聯,初探「教中學」產生歷程。
研究對象為桃園市某國中七年級班級23位學生,依數學能力分為12位高分群學生與11位低分群學生。分別於「指數記法與科學記號」、「因數與倍數」、「最大公因數與最小公倍數」、「指數律」、「代數式的化簡」及「一元一次方程式」六個單元實施同儕互教,每單元流程皆相同。數學老師教完單元內容後,進行單元前測,接著實施含準備、講解、互動三個階段的同儕互教,最後進行單元後測。研究工具包含六個數學單元前後測考卷、教學準備學習單(紀錄準備過程)、錄音筆(紀錄講解與互動過程)、及研究者發展之「準備品質」、「講解品質」、「互動品質」評分方法。由於學生進行教學的題數與難易度不一,因此「品質」後續被轉換為「程度」(指某學生在其最多可以獲得的品質分數中,實際達到多少程度),以標準化每位學生的表現。資料分析方法包含以二因子混合設計MANOVA探討六個單元的同儕互教效果(前後測差異)、及數學能力與同儕互教交互作用效果,並以盒鬚圖描述高低分群學生之準備、講解與互動程度分數分布等。研究結果如下:
一、同儕互教後,整體而言,國中生的後測成績顯著高於前測成績,且高、低分群學生提升相似幅度的分數。也就是說,同儕互教有益於國中生的數學學習,且對高、低分群學生有相似的學習成效。
二、同儕互教中,高分群學生平均準備程度高(60%–70%)、內部差異小,低分群學生平均準備程度低(30%)、但內部差異大。高分群學生平均講解程度高(60%–70%)、但內部差異大;低分群學生平均講解程度低(30%)、內部差異亦大。高、低分群學生平均互動程度皆低(高分群:30%;低分群:10%–20%),但高分群學生內部差異大,而低分群學生內部差異小。
三、與後測成績最相關者仍是前測成績;但在準備、講解、互動中,與後測成績最相關者為講解程度,亦即講解程度可能是預測「教中學」效果的重要指標。
最後,綜合研究結果與對現有文獻之探討,提出國中數學同儕教學實施建議與對未來研究之展望。
;The study aimed to examine the effectiveness of reciprocal peer tutoring (RPT) on the academic performance of middle school students in mathematics, the differences in the effectiveness of RPT between high and low math-proficiency students, and the qualities/levels of students’ preparation, explanation, and interaction. The study also attempted to explore the learning-by-teaching effect by analyzing the relationships between the levels of preparation, explanation, interaction, and the test scores.
The study was conducted in a seventh-grade math classroom at a public middle school in Taiwan, involving 23 students (12 high math-proficiency students and 11 low math-proficiency students). Six RPT sessions were implemented for six math topics: Introduction to Exponents and Scientific Notation, Factors and Multiples, Greatest Common Factor and Least Common Multiple, Laws of Exponents, Simplification of Algebraic Expressions, and Algebraic Equations. The procedure for each of the six RPT sessions was identical: after the math teacher covered the topic, a pretest was conducted, followed by RPT session with preparing-to-teach, explanation, and interaction phases. Finally, all students completed the posttest. Pretest and posttest scores, students’ preparing-to-teach worksheets, and audio recordings of students’ verbal explanations and interactions were collected. Self-developed criteria for assessing the qualities of preparation, explanation, and interaction were applied. Since the number and difficulty of questions taught by students varied, qualities were later converted into levels (the extent to which a student reached the maximum achievable quality scores) to standardize students’ performance. A two-way mixed design MANOVA was applied to explore the effects of RPT and the interaction effect between students’ math proficiency and the RPT effect. Box plots were also used to illustrate the distribution of students’ preparation levels, explanation levels, and interaction levels. The results are as follows:
Firstly, overall, after the RPT sessions, middle school students’ posttest scores showed a significant improvement compared to their pretest scores, and this improvement was similar for both high and low math-proficiency students.
Second, during the RPT sessions, students with high math proficiency achieved high preparation levels (60%-70%) with low internal variation, while students with low math proficiency had low preparation levels (30%) with high internal variation. High math proficiency students attained high explanation levels (60%-70%) with high internal variation, while low math proficiency students had low explanation levels (30%) with high internal variation. Both high and low math proficiency students exhibited low interaction levels (high: 30%; low: 10%-20%), with high internal variation among high math proficiency students and low internal variation among low math proficiency students.
Last but not least, among preparing-to-teach, explanation, and interaction, explanation levels had the highest correlation with posttest scores, indicating that explanation level may be a crucial indicator for predicting learning-by-teaching effect.
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