| DC 欄位 |
值 |
語言 |
| DC.contributor | 資訊工程學系 | zh_TW |
| DC.creator | 黃瀞儀 | zh_TW |
| DC.creator | Ching-yi Huang | en_US |
| dc.date.accessioned | 2012-7-30T07:39:07Z | |
| dc.date.available | 2012-7-30T07:39:07Z | |
| dc.date.issued | 2012 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:444/thesis/view_etd.asp?URN=995202009 | |
| dc.contributor.department | 資訊工程學系 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 求學占據人生的大部分時間，在學習的過程中應該真正理解所學內容，清楚的知道學習目標，主動了解自我學習的狀況，思考在不同的時候使用相對的策略，以達到良好的學習成效。而後設認知能力佳能夠良好反思自己的認知歷程並且計畫、調整及監督自己的學習活動。
為了提升學生的後設認知能力，以達良好的學習成效。本研究提出在情境式的教學活動中記錄學生的學習狀況，學生透過影片檢視自己實際的表現。進而達成讓學生可以具體觀看學習過程並反思自己學習中的表現。Learning Video Portfolio(LVP)讓學生有機會做複習及自我評量：透過模仿同儕、自我監控、專家參考系統和包含整體概念的故事書的功能，將以往用考試評量學習成效的被動學習，改成讓學生反思自己的學習優缺點，並且主動加強表現不佳的部分。
實驗結果顯示， LVP設計的評量及影片等功能對於提升後設認知裡的理解監測和評價是有效的。由訪談得知，沒有人有使用影片學習歷程觀看自己學習的經驗，學生表示使用LVP能夠讓回憶並改正自己的學習表現。另外，我們也研究LVP對於哪些學習風格的人比較有成效，發現深思型、感官型及循序型的人使用完LVP後提升後設認知的成效較顯著。
| zh_TW |
| dc.description.abstract | Studying occupies most of our life, and we should really understand what we learned in the learning process. Besides we need know the learning objectives clearly and understand the status of self-learning proactively, and think at different times to use relative strategy to achieve good learning effectiveness. People with good ability of metacognition can reflect on of their own cognitive processes well and do planning, adjustment and supervision on their own learning activities.
In order to promote the abilities of students’ metacognition to achieve well learning effectiveness. Our study proposes to record the learning condition of students in the situational teaching activities. Students view their own actual performance via films and thus reach the goal of watching the process of learning specifically and reflection on their own performances in learning. LVP lets students have opportunity to review and do self-assessment: via imitation of their peers, self-monitoring, and the systems of references of experts. The function of story book contained whole concept to change the passive learning by evaluation their learning effectiveness by exam into let students do reflection their own advantages and disadvantages when learn and to enhance the part of poor performance proactively.
The experimental results show that the LVP’’s function of assessment and the film can effectively enhance the Comprehension monitor and Evaluation. By interviews to understand, no one had experience to use the Video Portfolio to watch their own learning, students said that the use of LVP can make recall and correct their own learning performance.
In addition, we also investigated which learning style is more effective for the LVP, and found student of Reflective,Sensing and Sequential Significantly enhance the metacognition after using the LVP.
| en_US |
| DC.subject | 影片學習歷程 | zh_TW |
| DC.subject | metacognition | en_US |
| DC.subject | learning video portfolio | en_US |
| DC.title | 追蹤學生的學習行為作為影片學習歷程以增強後設認知 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | In time video tracking student's learning process to enhance metacognition | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |