自我解釋學習策略對學生社會學習領域學習統整影響之研究

Effects of Self-Explanation as a Strategy for Integrated Learning in Social Study

面對範圍較廣的九年一貫學習領域課程，老師們如何進行教學，使學生真正達成學習統整的目標，是課程改革是否落實的關鍵。本研究基於這一波教育改革以學生為中心的精神，試圖從教學過程中加強學生學習輔導著手，使學生能掌握學習內容的關係結構,並與已有知識相結合。研究中根據Chi和VanLehn（1991）的自我解釋觀點，結合King（1994）提出的統整性問題類型，建構自我解釋學習策略的實施步驟，於課堂老師的單元教學告一段落後緊接著實施，評估其對學生統整學習成就的影響。研究方法為準實驗研究設計與調查法，除了進行量化的統計考驗，了解學生統整學習的成果，還根據實驗組學生的訪談紀錄進行質性分析，以瞭解學生的認知及後設認知。研究的結果發現實驗組學生在統整學習成就測驗的得分並未顯著優於控制組，但在口語陳述所學內容時，發現多數學生能指出學習單元內的概念之間的關係或因果脈絡，並且認為自我解釋學習策略有助於他們的學習，唯在撰擬統整性問題時，曾遭遇困難，且將自我解釋學習策略運用於其他學習領域的情形也不多見。

Making connections between subject area knowledge was the critical issue in Grade 1-9 curriculum. Besides teachers' teaching in the class, it is necessary to guide students to use learning strategies for the construction of integrated knowledge. The explanations that students give themselves while learning have been shown to be positively associated with academic performance. It can enhance students' acquisition of the relationship between concepts and generating inferences. The purpose of this study was to construct the self-explanation learning strategy and assess its effects for integrated learning in social study in elementary school. The subjects' metacognition was also collected by researcher in order to understand their opinions about the self-explanation strategy. The theory of self-explanation (Chi & VanLehn, 1991) and integration questions (king, 1994) was the basis of the self-explanation learning strategy. A quasi-experimental method and survey are employed in this study. The results of this study reveal that using self-explanation strategy has not significant effects on integrated learning achievement. But according the verbal protocols of the interview, students in the experimental group present more integrated knowledge. And they also recognize that the self-explanation strategy can facilitate they clarify the ideas in the text and develop the network of concepts. Some of them mention that they feel difficult to write down integrated questions for self-explanation in the class. It is not often to use self-explanation strategy in other learning areas.