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題 名 | 情境的認知風格:國中理化學習環境的詮釋性研究=Contextual Cognitive Style: An Interpretive Research on Learning Environment of a Junior High School Physical Science Classroom |
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作 者 | 周進洋; 張意唯; | 書刊名 | 科學與教育學報 |
卷 期 | 2 1998.06[民87.06] |
頁 次 | 頁33-55 |
分類號 | 521.1 |
關鍵詞 | 認知風格; 學習環境; 情境知覺; Cognitive style; Learning environment; Contextual perception; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討國民中學理化學習環境中,二位個案學生對於情境知覺的認知風 格。從二位個案學生對於WHIC學習環境問卷「教師的支持」向度中四題指標行為之情境知覺 的敘事小故事裡,獲得個案學生的個別經驗,以及經由教室觀察和相關文件資料的收集,以 探討二位個案學生情境知覺的認知風格。 研究結果發現:個案學生擷取各自的個別經驗,構成自己的自我參照架構。而此自我參照架 構對個體的行為態度產生影響,並以此行為態度所形成的情境認知風格,去知覺教學活動中 的各項事物,而有他個人特有的情境知覺。經由研究結果顯示,二位個案學生的情境認知風 格,分別為看重影響自我行為態度之經驗、及畏懼權威之社會文化觀念。 |
英文摘要 | The purpose of this study was to explore the cognitive style of two case students' contextual perceptions on learning environment of a junior high school physical science classroom. Cace students' individual experiences were extracted from the narrative vignettes, which case students contextually perceived the specific events of the "Teacher Support" item in WHIC Questionnaires, and classroom observation in order to study the two students' cognitive style on their contextual perceptions on learning environment. The results of this study elucidated the emergence of contextual perceptions as in the way which case student constructed self-reference framework influence individual attitude and manner which form the contextual cognitive style to create special individual perception on teaching activity. According the finding, two cace students' contextual perceptions are separately attach importance to the experience influencing self-manner, and the social-culture concept fearing authority. |
本系統中英文摘要資訊取自各篇刊載內容。