正向評量對於國中生自然科學習態度的影響

Abstract

教育的宗旨在於「啟發人心、開發智慧、使學生心智成長」。然而，每個孩子的學習模式不同，資質、性向、背景、興趣、價值觀等也都不同，在此情況下，如何鼓舞學生，使他相信自己有需要、也有能力去學習？本研究的目的在於探討何種評量策略最能激發學生學習？該策略對於學生的學習態度有何影響？為了達此目的，首先從諸多學者的論點及教學成效歸納出：「以鼓勵代替懲罰」的「正向評量」策略最能激起學生學習興趣，並且得知其特色為「賞識、多元價值、個別化」。研究者落實這些原則，進行8個月的實驗教學，以「學習動機、學習方式、反應(自我評價、回饋)、參與度、興趣度」來代表學生的學習態度。本研究選用「學生整理之個人學習檔案、課堂表現記錄表、問卷調查法」三種研究工具來檢視學習態度的各向度，試圖從中找出「正向評量」策略對於學生的學習態度有哪些影響？本研究的結論為：根據研究結果得知，我們用一種充滿生命力，充滿人情味的方法－「正向評量」，那麼，多數的孩子都是樂於學習的。在正向評量策略下學習的學生比起一般學生自信度、興趣度及參與度都較高，學習動機較積極，上課專心度高，師生互動情形佳，此外，學習效率及抗壓性也較高。因此，建議教師們應該以正向的態度去評量學生的學習成就。

The aim of education lies on“ enlightening human heart, growing up students’ intelligences ”. However, the learning patterns of each pupil were different, and so were intelligences, personalities, backgrounds, interests, values... and etc. Under this circumstances, how could we inspire students to believe that they need to learn and have the potential to learn？ Therefore, the main purpose of this study was to find out which evaluation policy can inspire students the most to learn？ What influences did the policy make on students’ learning attitudes？For this purpose, at first we got a conclusion from many educators’ theories and experiences that“ positive evaluation policy” could develop students’ learning interests the most, and its characteristics were “appreciation, plural values, individual”. The researcher implemented these main points, did experimental teaching for eight months, and chose the degrees of “learning motive, learning pattern, response(self-evaluation, feedback), participation, interest” representing students’ learning attitudes. Besides, the researcher chose “students’ personal learning files, classroom observation data, self-report method” to study the various degrees of learning attitudes, and tried to find out the correlations between“ positive evaluation policy ” and“ students’ learning attitudes”. The conclusion of this study was： according to the results，we knew that most children were interested in learning when using the method filled with life-force, friendliness－“positive evaluation policy”. The students who learned under the positive evaluation policy were more confident, interested, active, enthusiastic and concentrate than ordinary students. Also, they could bear more pressure. Besides, the interaction among teachers and students was better than usual, and so was the learning efficiency. It is, therefore, suggested that teachers should evaluate students’ learning achievements with positive attitudes.