運用部落格提升資優生在獨立研究中自我引導能力之成效研究

The Effects of Using Blogs to Improving the Self-Directed Abilities of the Gifted Students in Independent Study

本研究旨在探討運用部落格在資優生的獨立研究教學中對於提升資優生的自我引導能力之成效。本研究對象為臺北市三所資優資源班五年級學生，其中一所為實驗組，另兩所為對照組。兩組同時進行獨立研究課程，實驗組則運用部落格進行獨立研究教學。經統計分析後發現，不論由學生自評或是由老師檢核，運用部落格在資優生的獨立研究教學，能顯著提升學生在研究中的自我引導能力，同時也發現，老師檢核及學生自評之間具有顯著正相關，顯示師評和學生自評之間具有一致性。學生亦反應運用部落格於獨立研究中能提升個人學習動機，及增加思考的機會，並增進師生的互動及同儕間的合作學習。

The purpose of this study was to explore the effects of using blogs to improving the self-directed abilities of the gifted students in independent study. The sample included the fifth grade gifted students from three different elementary schools in Taipei， one school is assigned to the experimental group and the others were the control group. Two groups carried on independent study course at the same time: the experimental group did with blogs but the control group did in the traditional approach. The evaluating results conducted by both the instructors and the students reached high consistency， and also show that using blogs in independent study improved gifted students' self-directed abilities. Besides， based on the feedback from the students of the experimental group， using blogs in independent study could promote individual learning motivation， deep thinking， and teacher-pupil interaction and peer cooperation.