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https://ah.lib.nccu.edu.tw/handle/140.119/98722
題名: | 學生出題策略與傳統練習策略對大學生學習成就;認知與後設認知策略使用之影響 | 其他題名: | The Comparative Effects of Student Question-Posing and Question-Answering Strategies on Promoting College Students’ Academic Achievement, Cognitive and Metacognitive Strategies Use | 作者: | 于富雲;劉祐興 | 關鍵詞: | 後設認知策略;認知策略;練習;學生出題 cognitive strategies;metacognitive strategies;question-answering;student question-posing |
日期: | Sep-2008 | 上傳時間: | 7-Jul-2016 | 摘要: | 本研究探討「學生出題」策略與「題目練習」對學生學業成就、認知策略與後設認知策略的影響。研究採取準實驗法,由同一位老師教導的兩班土木工程學系學生(共69位),以不同策略進行六禮拜的課程,之後比較兩班級的學業成就,並比較不同策略學習前、後對認知策略及後設認知策略的影響。研究結果顯示,相較於傳統「題目練習」策略,「學生出題」策略較能引發學生於聽課歷程中運用不同之認知與後設認知策略,但不同策略並未造成學業成就上的差異。根據本研究發現及相關理論根基,建議教師可於課堂中嘗試使用學生出題策略,以輔助學生認知與後設認知策略之發展。 The study examined the comparative effects of student multiple-choice questionposing and question-answering strategies on promoting students’ academic achievement, cognitive and metacognitive strategies use in a lecture-mode instructional setting. In total, 69 civil engineering undergraduates enrolled in two sessions of a required course participated in the study. Statistical analysis found that student multiple-choice questionposing strategy is a more productive strategy for inducing and engaging students in mobilizing cognitive and metacognitive strategies as compared to the traditional questionanswering arrangement. In terms of students’ academic performance, student multiplechoice question-posing is as effective a strategy as question-answering. Based on the present study, it is suggested that instructors who were accustomed to in-class practice sessions might consider a student question-posing approach for an amiable change to promote students’ cognitive and metacognitive strategies use without worrying about its less favorable impact on students’ performance. |
關聯: | 教育與心理研究, 31(3), 25-52 Journal of Education & Psychology |
資料類型: | article |
Appears in Collections: | 期刊論文 |
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File | Description | Size | Format | |
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31(3)-P25-52.pdf | 272.56 kB | Adobe PDF2 | View/Open |
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