學生出題的學習歷程及其與工作價值感之相關   全文下載

Student Question-Generation: The Learning Processes Involved and Their Relationships with Students' Perceived Value

目前學生出題相關研究主要採用實驗設計法或行動研究法，以驗證此教學策略的學習成效。雖然學生出題已有理論以及實證基礎雄厚，有關學生出題的學習歷程以及其與工作價值感之相關性為何，目前尚少研究深入探究與瞭解。考量上述議題具學生出題教學意涵，且有其實證、研究方法與理論之重要性，本研究鎖定以下議題探究：一、以訊息處理與學生學習方法理論解析學生出題的內在運思歷程；二、建立單一學習情境下多重學習方法的實證基礎，並瞭解不同學習方法下，學習策略運用與學生出題價值感的差異情形；三、探究學生出題價值感、學習策略運用與學習方法間的關係。採調查研究法，針對50 位教育學程修課學生，以信度與效度俱全的研究工具蒐集相關資料。主要研究發現：一、學生出題情境下，學生傾向採用學習策略與深層學習方法；二、特定情境下多重學習方法現象確實存在；三、不同學習方法採用者在學生出題價值感與學習策略上有顯著不同；四、學生出題價值感愈高者愈傾向採用深層的學習方法。文末，提出本研究在理論、研究方法與實證上的貢獻，以及教學實施與未來研究建議。

Studies on student question-generation have mainly emphasized its value as an instructional intervention and examined its effects using experimental or action research methods. Although the theoretical foundations of student question-generation are sound and its empirical bases are solid, issues with regard to the nature of the enacted learning processes and their relationships with perceived value remain largely unexamined empirically. These issues should have important instructional implications, as well as empirical, methodological, and theoretical significance. Therefore, this study aims to reveal the nature of student question-generation learning processes using information processing and student approaches to learning theories; establish empirical evidence for multiple learning approaches and investigate whether any learning strategies and task value differences exist among different learning approaches; and examine the relationships among learning strategies, learning approaches, and task value. This study uses a survey research method and incorporates a student question-generation component into an undergraduate course that is part of a teacher preparation program. Instruments with established reliability and validity are used. This study has four major findings. First, within a student question-generation context, learners tend to activate learning strategies and use a deep learning approach when studying. Second, students may commit themselves to more than one learning approach during a specific task. Third, learners with different learning approaches are found to have statistically significant differences in their use of learning strategies and perceived task value. Fourth, learners who perceive more value in student question-generation tend to adopt a deep learning approach. The theoretical, methodological, and empirical significance of this study is highlighted, followed by suggestions for instructional implementations and future work.