後設認知策略在國小五年級社會科教學上應用之研究

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後設認知策略在國小五年級社會科教學上應用之研究
著者: 張獻中; Chang, Shei-Chung
喻麗華; Yu Li-Hwa; 國民教育研究所
主題: 後設認知; 教學策略; 社會科; metacognition; teaching strategy; social studies
描述: 本研究的目的在探討後設認知教學實施在國小五年級社會科上，對學生社會科的成就、後設認知能力及社會科學習態度的影響，並依據研究結果提供教學建議。本研究採「不相等控制組前後測設計」之準實驗研究法進行實驗。實驗對象為高雄市三民區光武國小五年級二個班級的學生，其中一班學生39名為實驗組，另一班39名學生為控制組。實驗組的學生接受為期六週，共18節的後設認知教學，而控制組則接受傳統式的教學方式。兩組學生皆於實驗前後實施前後測。資料分析時，以教學法(組別)為自變項，分別以社會科成就測驗、後設認知覺知表、控制行為檢核表及社會科學習態度量表為之前測分數為共變量，分別以此四個量表後測分數為依變項，進行共變數分析，以評估後設認知教學之效果。本研究結果如下： 1、在社會科成就方面，實驗組與控制組學生在「社會科成就測驗」的得分並無顯著差異。 2、在後設認知知識方面，實驗組學生在「後設認知覺知量表」的分數高於控制組的學生。 3、在後設認知控制行為方面，實驗組的學生在「閱讀時的監控」及「學習中的監控」兩個分量表之得分均高於控制組學生。 4、在社會科學習態度方面，實驗組的學生在「興趣分量表」之分數高於控制組學生；但在「信心分量表」及「價值分量表」的分數，實驗組與控制組學生則無明顯差異。
The purpose of this study was to assess the effectiveness of metacognition teaching strategy on social studies for elementary school students. An experiment with pretest-posttest nonequivalent-control-group design was conducted. The subjects were 78 students of fifth grade in two different classes drawn from Kang-Wu elementary school in kaohsiung city. Thirty-nine students in one class were assigned to the experimental group, and 39 students in the other class were to the control group. The experimental group received metacognition strategy in social studies for six weeks, while the control group received traditional instruction. A pretest was administered before the instruction session, and a posttest was after this session. To assess the effectiveness of metacognition strategy, four ANCOVAs were separately performed using group as an independent variable, the posttest scores of the ‘ Social Study Achievement Test’, the ‘ Metacognition knowledge Test’ , the ‘Metacognition Regulation Inventory’ and the ‘Social Study Attitude Inventory’, respectively, as the dependent variables, and the pretest of these four tests, respectively, as the covariate. The results derived from an analysis of the data collected were summarized into the following: 1. There was no significant difference in social studies achievement between the experiment group and the control group. 2. Regarding the Metacognition knowledge Test, the experiment group had the higher scores than the control group. 3. Regarding the Metacognition Regulation Inventory , the experiment group had the higher scores than the control group. 4. Regarding Social Study Attitude Inventory, the experiment group had the higher scores on interest in social studies than the control group. There was no significant difference between the experiment group and the control group on the scores of the subscales of the ‘confidence in social study’ and ‘ value in social study’. Application for the results of the study and suggestion for policy and future research were also provided, but were omitted.
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建立日期: 1999
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4739
資源來源: NUTN IR

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後設認知策略在國小五年級社會科教學上應用之研究

張獻中; Chang, Shei-Chung 喻麗華; Yu Li-Hwa; 國民教育研究所 1999

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