自律學習方案對提升高中身心障礙資源班學生學業自我效能之探究

Abstract

本研究旨在探討自律學習方案對於提升高中身心障礙資源班學生的學業自我效能之成效。研究者教導參與者規劃、執行與檢核讀書計畫，並挑選三位符合條件的參與者，進行為期十周的教學與實作。之後，研究者蒐集訪談、學業自我效能檢核表、課堂學習單等研究資料，並進行研究者間和研究資料的三角檢核法，以得到具備信效度的研究結論。本研究採用行動研究法，期望解決研究者在學校發現的問題，同時增進研究者的專業涵養。研究者在介入過程中，可以根據參與者的反應調整課程及教學內容，也能掌握參與者之學業自我效能的提升效果；同時，研究者也持續省思教學歷程，精進自己的課程設計與教學能力。本研究之結果發現到自律學習方案對於參與者及研究者的影響。整體而言，自律學習方案能提升參與者的學業自我效能，包含學習能力評價、動機及信心，而提升的關鍵可能包含明確目標、穩定執行、檢核機制等；還有其他協助增進學業自我效能的策略，像是言語鼓勵、提供問題解決方法等，但仍有參與者的學業自我效能提升情形不盡相同。另一方面，自律學習方案也有助於提升研究者的專業能力，讓研究者在課程設計時會更貼近參與者的生活經驗與需求，並安排足夠的練習時間；也讓研究者在教學與檢討時能善用視覺提示、講述、即時回饋與同儕回饋，並搭配引導反思、正向鼓勵、提供問題解決方法等策略。The purpose of this study was to investigate the effectiveness of a self-regulated learning program in enhancing the academic self-efficacy of high school students in a resource class for students with mental and physical disabilities. The researcher taught participants to plan, implement, and review the reading program, and selected three eligible participants for a 10-week teaching and practice period. After that, the researcher collected data from interviews, academic self-efficacy checklists, and classroom study sheets, and conducted inter-rater and triangulation of the data to obtain reliable and valid conclusions. Action research method was used in this study with the expectation of solving the problems identified by the researcher in the schools and at the same time enhancing the professionalism of the researcher. During the intervention process, the researcher was able to adjust the curriculum and teaching content according to the participants' responses, as well as grasp the effect of the participants' academic self-efficacy; at the same time, the researcher continued to reflect on his teaching experience to improve his own curriculum design and teaching ability.The results of this study revealed the effects of the self-regulated learning program on both the participants and the researchers. In general, the self-regulated learning program can enhance participants' academic self-efficacy, including evaluation of learning ability, motivation, and confidence, and the keys to enhancement may include clear goals, stable implementation, and checking mechanism; there are also other strategies to help enhance academic self-efficacy, such as verbal encouragement and providing problem solving methods, etc. However, there are still some participants' academic self-efficacy enhancement situations are not the same. On the other hand, the self-regulated learning program also helped to enhance the professional competence of the researchers, allowing them to more closely follow the participants' life experiences and needs when designing the curriculum and arranging sufficient time for practice. It also allowed the researchers to make good use of visual cues, narratives, immediate feedback and peer feedback, as well as guided reflection, positive encouragement, and problem-solving strategies when teaching and reviewing the curriculum.