國小資優生自我引導學習與鷹架支持之研究

Abstract

提供資優生適性教育，讓學生自主學習成為學習的主人，是資優教育重要的目標。安安國小在中年級實施興趣中心課程，希望能藉由學生自選主題進行探究的歷程中，提供機會讓學生的興趣深化並培養其自我引導成為終身學習者。 本研究採質性研究個案研究的方式，經由前導研究確立了興趣中心課程的可行性後，以安安國小9位三年級資優生為對象，探究其在興趣中心自我引導的學習歷程與成效，以及其間的鷹架支持。蒐集分析的文件資料包含：學習檔案、學習日誌、教學者省思手札、觀察者紀錄以及家長和學生的回饋意見。 本研究主要發現如下： 一、本研究的9位參與者在興趣中心課程選擇了與自己學習興趣一致的主題後，有7位學生展現高度的學習動機，以自己的風格進行主題的研究。不僅擴充了知識的廣度，同時也習得基本的研究技能，包括資料的蒐集與過濾、閱讀摘記的要領、發揮思考能力，提問探討及問題解決。 二、9位學生在不同歷程呈現不同自我引導能力表現。4位高自我引導能力的學生能自主安排進度並監控與調整學習。3位學生需要和其討論研究主題。進行生物觀察實驗與美勞創作的5位學生需要過程技能的指導；3位學生透過提問引導思考，擴充學習面向；2位學生則計畫能力較弱，需要教師引導進行規劃。3位學生的自我監控與調整的後設認知能力較弱，需要教師從旁引導、提供資源與過程的監督。 三、經研究後一年之後續追蹤研究，學生自我引導學習表現情形進步，7位學生更熟悉探究歷程，研究技能的運用更臻純熟。三年級時屬於較低自我引導表現的3位學生(S2、S5、S7)， 在四年級的表現明顯的有所突破與成長，自我引導學習的層次有所提升。 四、教學者伴隨學生特質與學習任務轉換不同角色。當學生屬於高自我引導表現時，教學者較常出現「學習激勵者」嘉許學生表現。偶而出現「學習合作者」的角色，師生共同討論擴充探究的面向。當學習者屬於較低自我引導時，教學者一方面以「學習引導者」指導其如何進行探究，一方面以「過程督導者」角色，促進學生有效學習；或者以「學習激勵者」的角色，鼓勵學生勇於探索，並適時以「資源提供者」的角色，提供學習者所需的學習資源。 五、在學生進行探究的歷程中，家長或協助學習資源準備，或傾聽研究問題、提供意見，或分享學習發現、參與學習成果發表會，是學生進行興趣中心探究的堅強後盾。 經由興趣中心的探究，不僅學生奠定了自主學習的基礎，經由師生互動以及個別輔導的過程，教學者對學生殊異的特質有更深入的覺察，是一段師生共同成長的探究旅程。

The goal of gifted education is to offer adaptive learning services for gifted students and to help students become self-directed learners. The course of the interest center therefore, has been implemented for the 3rd and 4th students in the Ann Ann Elementary School in order to motivate their interests and cultivate their self-directed learning capacities. 9 third graders from the Ann Ann Elementary School served as subjects in an experiment on the effects of self-directed learning and related scaffolding support. The data are collected by the method of the learning portfolio and learning notes from students, the reflection learning journals of teacher, the observation and feedback from the parents and the participating students. The main findings were as following: 1. By choosing his/her own topic of the course, seven students showed higher motives. They not only got much knowledge, but also had the better data searching and processing skills. 2. Four high self-directed students could arrange their schedules, but the other three students needed instructor to discuss research topics with them. Those five students engaged in biological observation experiment and visual art creation required technical advice. Three of them succeeded in broaden their knowledge by asking questions to develop deeper thinking, but the other two students required instructor’s guidance. Among these nine students, three of them need instructor’s guidance, data collection, and supervision because of their low in self-control and meta-cognition. 3. In the one-year follow-up, 7 students were much familiar with basic procedures of research and performed steadily. Those three 3rd graders who are below average levels of self-directed learning performance (S2, S5, and S7) had made great progress when they became 4th graders. 4. The teacher’s roles differed with students’ characteristics and the learning tasks. For high self-directed students, The teacher usually gave much encouragement and sometimes cooperated with the students in finding topics for the research. For low self-directed students, the teacher played as a supervisor, provided the students the instruction and related resources, sometimes, the teacher encouraged students to become independent learners. 5. For the course of interest center, parent support played a crucial role in helping their children, including providing learning resources, offering suggestions, sharing experience and findings, and participating in their presentation. The course of interest center not only cultivated self-directed learning capacities in students, but also provided the teacher with a deeper understanding of the needs of each student through the teacher-student interactions and the individual consultation that teacher provided. It is a journey for both the teacher and students to grow together.