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題名 | 國小一般智能優異學生自我調整學習成效研究--以南投縣光華國小四年級資優班為例=The Effects of Self-regulated Learning on the Intellectual Gifted Fourth Graders from Kuang Hua Elementary School |
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作者姓名(中文) | 吳正基; | 書刊名 | 資優教育研究 |
卷期 | 3:2 2003.12[民92.12] |
頁次 | 頁109-140 |
分類號 | 529.61 |
關鍵詞 | 國民小學; 一般智能優異學生; 自我調整學習; Self-regulated learning; General intellectual gifted students; Elementary school; |
語文 | 中文(Chinese) |
英文摘要 | The purpose of this study was to investigate the effects of self-regulated learning on the intellectual gifted fourth graders. The subjects contained twenty-one forth graders, their parents, and one teaching partner. This study used action research model to examine the effects. Analysis was made to the teaching data of each stage, researcher's teaching diaries, teaching partner's dialectical critique, checklists of self-regulated outcomes, and interviewing data. The main findings of this study were as follows: 1.Self-regulated learning was helpful for the subjects in gaining time-managing skills, text-summarizing skills, note-taking skills for classroom learning, and test-taking skills. 2.Self-regulated learning was helpful for the subjects to gain learning efficiency and self-efficiency. 3.Gifted students' desired for participation, active participation, real reflecting, setting useful learning goals and strategies, and monitoring themselves to perform would affect the effects of self-regulated learning. 4.Parents' support and assistance, and close cooperation with teachers were also important factors to assist the general intellectual gifted fourth graders to perform self-regulated learning successfully 5.Communication for gifted students, teachers, and parents assisted gifted students to understand their learning advantage and disadvantage, and raise self-regulated learning habits. 6.Self-regulated learning not only helped students understand their learning, gained their learning ability and chances to cooperate with their parents, but also helped parent understand their Children's leaning, and gave good assistance for their children. The effects of the study were significant. 7.Self-regulated leaning was helpful for gifted students' learning elaboration, and assisted gifted students to concentrate on study. 8.In order to carry out self-regulated learning in general intellectual gifted classes, teacher not only needed to design suitable curriculum for students but also considered other related factors, for example: using time for learning other skills after school, having time for study, students' desire for participation, parents' support......etc. According to the findings, the researchers also provide useful proposals for gifted students, parents, teachers and future related researchers. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。