| dc.creator (作者) | 于富雲;劉祐興 | zh_TW |
| dc.date (日期) | 2008-09 | |
| dc.date.accessioned | 7-Jul-2016 11:39:15 (UTC+8) | - |
| dc.date.available | 7-Jul-2016 11:39:15 (UTC+8) | - |
| dc.date.issued (上傳時間) | 7-Jul-2016 11:39:15 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/98722 | - |
| dc.description.abstract (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。 | |
| dc.description.abstract (摘要) | 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. | |
| dc.format.extent | 279098 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | 教育與心理研究, 31(3), 25-52 | |
| dc.relation (關聯) | Journal of Education & Psychology | |
| dc.subject (關鍵詞) | 後設認知策略;認知策略;練習;學生出題 | |
| dc.subject (關鍵詞) | cognitive strategies;metacognitive strategies;question-answering;student question-posing | |
| dc.title (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 | zh_TW |
| dc.title.alternative (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 | |
| dc.type (資料類型) | article | |
