應用自我調整學習策略和混成學習於國民小學社會領域實施成效之研究

A Research on the Effect of Self-Regulated Learning Strategies and Blended Learning Applied to Elementary School Students’Social Studies

本研究旨在探討應用自我調整學習策略和混成學習在國小五年級學生社會領域教學的社會領域學習成效、自我調整學習和後設認知之影響。本研究採準實驗研究設計，以臺東縣某公立國小的五年級兩班共34位學生為研究對象，在社會領域的課程中實施，一班為對照組實施傳統講述法、一班為實驗組採應用自我調整學習策略和混成學習的教學。
實驗前、後，學生進行「社會領域學習成效評量」前、後測，以及「自我調整學習量表」和「後設認知量表」前、後測和四週後的追蹤測，並於教學結束後以半結構式訪談全體實驗組學生，以進一步了解實驗教學的成效。量化資料以成對樣本t檢定和共變數分析（ANCOVA）進行分析討論；質性資料方面則是針對「訪談紀錄」以內容分析法進行分析討論。研究結果如下：實驗組學生教學前、後的社會領域學習成效有顯著的進步；實驗組學生之自我調整學習整體與「策略達標」均顯著優於控制組學生；實驗組學生對自我調整學習策略和混成學習的教學持正向的態度，在學習中展現更多的自我調整學習。
1.實驗組學生教學前、後的社會領域學習成效有顯著的進步。
2.實驗組學生之自我調整學習整體與「策略達標」後測得分均顯著優於控制組學生；而在「監控調整」中沒有顯著差異。
3.實驗組和控制組之後設認知量表的後測和追蹤測得分無顯著差異。
4.從訪談回饋來看，實驗組學生對自我調整學習策略和混成學習的教學持正向的態度，在學習中展現更多的自我調整學習和後設認知。
上述結果對於在國民小學應用自我調整學習策略、混成學習和後設認知具有重要意義，並為社會學習領域的教學和未來研究提出建議。

This study explored the effects of self-regulated learning strategies and blended learning applied to fifth graders’social studies learning achievement , self-regulated learning and metacognition. A quasi-experimental design was adopted, and a total of 34 students (divided into the experimental group and the control group) were recruited as subjects. A 7-week teaching experiment to taling 360 minutes in duration was conducted.
Before and after the experiment, the pretest and posttest of the social studies learning test ,and the self-regulated learning scale and metacognition scale with the pre-test, post-test, and follow-up test. During the experiment, the teaching of self-regulated learning strategies and blended learning was administered to the experimental group, whereas conventional social studies teaching was administered to the control group. Additionally, students in the experimental group were collected the feedback through the interview outline. Analysis of Paired-Sample-t-test and ANCOVA were conducted. Research results were as follows:
1.The experimental group’s the posttest performed significantly better than the pretest in social studies learning achievement.
2.The experimental group’s post-test performed significantly better than the control group in the self-regulated rearning scale and“strategies to achieve goals subscale”, but no significant difference in“monitoring and regulation subscale”.
3.The scores of the metacognition scale in post-test and follow-up test were no significant difference in the experimental group and the control group.
4.From the feedback of interview, the experimental group students affirmed the teaching of self-regulated rearning strategies and blended learning in social studies, also engaged in the self-regulated learning and metacognition increasingly.
These results have implications for the application of self-regulated learning strategies , blended learning and metacognition applied to elementary-school contexts, and suggest particular directions for future research in social studies.