國小四年級學童自主學習之歷程探究-以數學科為例;The Learning Process of 4th Grade Students through Self-regulated learning in Math Class

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題名:	國小四年級學童自主學習之歷程探究-以數學科為例;The Learning Process of 4th Grade Students through Self-regulated learning in Math Class
作者:	郭秀瀅;Kuo, Hsiu-Ying
貢獻者:	學習與教學研究所
關鍵詞:	自主學習;數學;行動研究;學習歷程;self-regulated learning;math;action research;learning prosses
日期:	2020-07-09
上傳時間:	2020-09-02 18:53:49 (UTC+8)
出版者:	國立中央大學
摘要:	本文旨於探究自主學習應用於國小四年級數學科之歷程探究，基於Zimmerman提及自主學習理論以教師行動研究開啟本文。本研究對象為北部某國小四年級藝才班22位學童，課程時間為期九週。過去研究多著重於自主學習的成效，本研究探討學生的自主學習歷程，論述自主學習應用於教育現場的實況。教師運用前測、後測、訂立目標、課程整合、自我省思來幫助學生自主學習，透過量化分析學生的學習成就。教師參與觀察協助學生自主學習、理解學生如何建立個人學習歷程，以及透過訪談理解學生學習態度的轉變。筆者蒐集學生上課筆記、習作與考卷勘誤、數學日記之學習省思、七位學生的訪談故事以呈現學習歷程。研究結果發現教師適時的引導能幫助學生自主學習，有效的教學修正更能使自主學習得以發展；學生自主學習的歷程是由多元的因素交織成學習行動網絡；數學科融入自主學習後，學生的學業表現有明顯進步。此研究結果可以提供教師作為自主學習應用於課堂之參考。;The purpose of this study was to investigate the learning process of 4th grade students through Self-Regulated Learning (SRL) in math class. The thesis was based on Self-Regulated Learning theory of Zimmerman and action research. The object of this study was an elementary school 4th grade art talent class 22 students in north Taiwan. The course times spent nine weeks. Most past research were focused on the effectiveness of self- regulated learning. But this study was deeply to understand the process of self-regulated learning, to provide and explain real education scene about self-regulated learning.Used the ways of pre-test and post-test, set goals, curriculum integration, and self-reflection to help students in self-regulated learning. Besides, through quantitative analysis to analyze students’ learning achievement. Teacher participated in and observed how to assist students in self-regulated learning, how students published personal learning network, and understood students’ change of learning attitude through interviews. A descriptive survey design was adopted to collect students’ class notes, correct errors in printing of homework and quizzes, learning reflection of math diaries, as well as interview stories about seven students to present learning process. The results revealed that teacher gave assistance in appropriating times can effectively revise teaching and develop self-regulated learning, learning combined with multiple factors, also, students’ academic performance was clearly improved after self-regulated learning integrate into math class. The study results may serve as a guide for teachers of self-regulated learning apply into courses.
顯示於類別:	[學習與教學研究所 ] 博碩士論文

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