Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99218
Title: 技專校院海外實習學生之自我調整學習歷程研究
A Study of Students’ Self-regulated Learning Process in Overseas Internship
Authors: 胡茹萍
Ru-Ping Hu
蔡其瑞
Chi-Ruei Tsai
Keywords: 自我調整學習歷程
技專校院海外實習
self-regulated learning process
Overseas Internship
Issue Date: 2012
Abstract: 本研究旨在探討技專校海外實習學生自我調整學習歷程遭遇困難及各階段學習行為為何。為達研究目的,本研究分析自我調整學習相關文獻及訪談資料,以文獻探討結果為訪談大綱架構,了解訪談對象自我調整學習歷程提出結論,並依結論提出學校辦理技專校院海外實習課程相關具體建議。本研究結論包括: 一、技專校院海外實習學生自我調整學習階段可分準備期、執行期、改善期及回饋期。 二、實習學生預設學習目標多元,以提升專業知識技能、未來就業及社會化歷程為主要目標。 三、海外實習課程學習內容以實習機構交辦事項為主,外語學習為輔。 四、海外實習學生主要以蒐集資料、反覆練習、做筆記及請教他人為主要學習方法。 五、實習機構主管及從業人員為實習學生主要請教對象。 六、海外實習學生學習困難主要有實習生能力不足、教學規畫、人際問題及心理壓力。 七、面對專業能力及人際關係等不同性質的學習困難,實習學生將採取不同解決行為。 八、海外實習課程不僅精進實習學生專業知識及技能,也培養生活技能、職場禮儀及未來工作所需能力。 九、專業知識、工作態度、人際關係及處事技巧為目前海外實習學生急需協助解決事項。 十、適當的學習方法、充足的學習資源及適時的他人協助有助於提升實習成效。
ABSTRACT This is a qualitative case study to investigate overseas intern students’ self-regulated learning process in their vocational learning. Self- regulated learning is a concept of how and what do learners fully control on their lenring. According to the paper review, the self-regulated learning process divided into four stages, as the forethought stage, the executive stage, the modify stage, and the reflection stage. The main purpose of this study is to explore how and what do the overseas intern students react in the self-regulated learning process. And based on the finding and conclusions, some suggestion would be proposed to the oversea internship and follow-up reseachers.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0699700013%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99218
Other Identifiers: GN0699700013
Appears in Collections:學位論文

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