引導式筆記教學於國小學童社會領域學習動機、學習態度與學業成就之影響 = The Effects of Guided Notes Instruction on Learning Motivation, Learning Attitude and Academic Achievement of the Elementary School Students in Social Studies

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題名:
引導式筆記教學於國小學童社會領域學習動機、學習態度與學業成就之影響 = The Effects of Guided Notes Instruction on Learning Motivation, Learning Attitude and Academic Achievement of the Elementary School Students in Social Studies
著者: 蔡佳紋
國立臺南大學教育學系課程與教學教學碩士班
主題: 社會領域學習引導式筆記教學; social studies learning guided notes instruction
描述: 本研究探討運用引導式筆記教學於國小學童社會領域學習動機、學習態度與學業成就之影響。採用準實驗研究法中的不等組前後測設計，以台南市某國小五年級兩個班級，實驗組27人、對照組27人，進行八周共24節課的實驗教學，實驗組採用引導式筆記教學；控制組則以一般教學進行。　　本研究工具為「社會領域學習動機量表」、「社會領域學習態度量表」、「社會領域學業成就測驗卷」。進行前、後測，利用單因子共變數分析，檢視兩組學生在學習動機、學習態度、學業成就測驗上的差異，輔以學生的「引導式筆記的使用學習之調查」作為質性資料的使用，分析國小五年級學童接受引導式筆記教學後，其學習動機、學習態度、學業成就之改變。歸納研究發現，本研究獲致以下結論: 　　一、接受引導式筆記教學的實驗組學生，在社會領域學習動機立即後測表現優於控制組學生。　　二、接受引導式筆記教學的實驗組學生，在社會領域學習態度立即後測表現未顯著優於控制組學生。三、接受引導式筆記教學的實驗組學生，在社會領域學業成就立即後測及延宕後測表現顯著優於控制組學生。　　四、接受引導式筆記教學的實驗組學生對引導式筆記的使用有正向的支持與未來再使用的意願。研究者依上述研究結果提出建議，以供教師在教學上之應用與未來研究建議。
The purpose of the study was to investigate the effects of guided notes instruction on learning motivation, learning attitude and academic achievement in social studies. This study applied the quasi-experimental design of ranging groups to do pre-test, post-test and retention test. There were 54 fifth graders in two classes chosen from an elementary school in Tainan city, one of the class was assigned as the experimental group that received the guided notes instruction. We used Analysis of Variance to inspect the two groups of the experimental group and the control group with the differences of learning motivation and attitude before-and-after eight weeks experiment. one-month after the experiment, both groups took the Social Studies achievement Test. In addition, analyzing students’ acceptance of guided notes. 　 The results of the study are represented as below: 1. The performance of the students who received guided notes instruction were significantly better than those who received traditional instruction on the post-test of learning motivation in social studies. 2. The performance of the students who received guided notes instruction were not significantly better than those who received traditional instruction on the post-test of learning attitude in their social studies. 3. The performance of the students who received guided notes instruction were significantly better than those who received traditional instruction on the post-test and retention test of academic achievement in their social studies. 4. Students who acquired guided notes instruction have a positive attitude towards it and are willing to apply it afterward. Based on the above results, this study provided suggestions for teaching on guided notes instruction and future research.
出版者: 碩士論文--國立臺南大學教育學系課程與教學教學碩士班.
建立日期: 2022[民111]
格式: 160面 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

引導式筆記教學於國小學童社會領域學習動機、學習態度與學業成就之影響 = The Effects of Guided Notes Instruction on Learning Motivation, Learning Attitude and Academic Achievement of the Elementary School Students in Social Studies

蔡佳紋國立臺南大學教育學系課程與教學教學碩士班 2022[民111]

正在檢索遠程資料庫，請稍等

引導式筆記教學於國小學童社會領域學習動機、學習態度與學業成就之影響 = The Effects of Guided Notes Instruction on Learning Motivation, Learning Attitude and Academic Achievement of the Elementary School Students in Social Studies

蔡佳紋 國立臺南大學 教育學系課程與教學教學碩士班 2022[民111]

正在檢索遠程資料庫，請稍等

蔡佳紋國立臺南大學教育學系課程與教學教學碩士班 2022[民111]