自律學習融入國小社會學習領域專題報告教學之研究

Abstract

自律學習（self-regulated learning）是一個以學生本位為出發點、重視學習者本身主動調節內、外在因素，以達到學習目標的教育心理學理論。雖然自律學習如此重要，然而在教學的應用上，卻以小班或個別教學為主，很少在大班級進行教學，也鮮有與現存課程結合的例子。研究者認為以一般國小教師的教學需求而言，教學理論需以能落實在原有課程與班級型態為佳，因此本研究採取行動研究的方式，試著將自律學習融入在國小社會學習領域的日常教學當中，並選擇專題報告做為主要的學習任務，讓學生在執行任務的過程中學習如何進行自我調節。參與教學的六年級學生共有28位，研究工具包括課堂錄影、問卷、非正式訪談，以及學生的專題報告內容。研究結果發現，自我監測對部分學生產生正面的效果，而另一部分的學生則需要教師進一步引導才能採取改善的行動；學生的事前評估和實際執行的情況有落差，需要經由教師帶領示範、討論之後才能縮小落差。研究者從統計結果發現，在學生的自律學習認知、動機/情感、行為三個面向的表現當中，只有「行為」對專題報告成績有顯著的相關和預測力。本研究期望能提供給現場教育人員一些啟示，以增進對學生自律學習的重視。Self-regulated learning (SRL) addresses the problems of how students transform their intrinsic and extrinsic factors into learning. Moreover, SRL is often utilized for individual teaching or less students in the classes. Even in normal classes, SRL is usually implemented independently, but less have some examples that mixed with existence curriculum. Researcher considered that instructional theories should be practiced within existing curriculum and class context. In this study, SRL was incorporated into Social Studies teaching and assigned projects as learning tasks. Students were guided to learn how to regulate their own cognition, motivation and behavior during learning process. There were 28 students of 6th grade who participated in this research. We observed that students' learning performance through video, questionnaire, semi-structured interviews and the project of context. The conclusion found that the self-monitor had positive effect on some students. On the other hand, Some students may have ameliorate acts through teacher's guide. Besides, there had a gap between first evaluation and real execution. Students need to ameliorate themselves through teacher's guide and discussion. The statistical results showed that from students’ cognitive, motivation, and behavior of self-regulated learning, only the behavior had positive correlation and forecast the score of projects. Research hope to offer some enlightenment to educators, and advance the emphasis on students' self-regulation.