大學生課堂筆記策略教學方案之成效   全文下載

The Effectiveness of an Integrated Lecture Note-taking Intervention Program

本研究旨在設計一個融入式課堂筆記策略教學方案，並透過實驗了解方案的成效。實驗採用不等組前測—後測—追蹤後測設計，對象為某大學修習普通心理學的三班學生91人，隨機分派三班為策略教學組、要求做筆記組和控制組，實驗中策略教學組接受本方案，要求做筆記組被要求自行做筆記，控制組未接受策略介入。實驗前後測量三組學生的自我調整學習和學習表現，並蒐集其課堂筆記；實驗後請策略教學組學生填寫教學回饋問卷。資料分析採用共變數分析及次數百分比分析，結果發現：一、策略教學組與要求做筆記組在筆記數量和品質的追蹤後測上優於控制組，且策略教學組的筆記品質優於要求做筆記組。二、策略教學組在能力信念的後測及追蹤後測上均優於要求做筆記組與控制組，而策略教學組與要求做筆記組在認知策略的後測及追蹤後測上均優於控制組。三、策略教學組在學習表現的後測上優於要求做筆記組與控制組，且在追蹤後測上優於控制組。四、接受本方案的學生對課堂筆記策略與教學抱持正向的看法。

The purpose of this study was to examine the effectiveness of an integrated lecture note-taking intervention program. This study adopted a quasi-experimental design with a pretest, posttest, and retention-posttest. Ninety-one undergraduates from three psychology classes were recruited as participants. Each class was randomly assigned to one of three groups: a note-taking instruction group, a note-taking only group, and a control group. During the experiment, students in the note-taking instruction group received the intervention program. Meanwhile, students in the note-taking only group were asked to take lecture notes. Students in the control group received no treatment. Before and after the experiment, students' lecture notes were collected and their selfregulated learning and learning performance were measured. Additionally, students in the note-taking instruction group filled in the Teaching Feedback Questionnaire after the experiment. Analysis of covariance and frequencies were conducted. The results showed that: (1) the note-taking instruction group and the note-taking only group did better than the control group on the note quantity and quality retention-posttest, and the note-taking instruction group did better than the note-taking only group on note quality; (2) the note-taking instruction group did better than the note-taking only group and the control group on the ability belief posttest and retention-posttest, and the note-taking instruction group and the note-taking only group did better than the control group on the cognitive strategy posttest and retention-posttest; (3) the note-taking instruction group and the note-taking only group did better than the control group on the learning performance posttest, and the note-taking instruction group did better than the control group on the learning performance retention-posttest; (4) students who received the intervention program had a positive attitude toward lecture note-taking and strategy instruction.