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題名 | 建構以問題為導向學習法之內在動機促進因素理論模式=Constructing a Theory Model on the Promoting Elements of Intrinsic Motivation in Problem-Based Learning |
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作者 | 湯麗君; 蔡宗宏; 蔡長書; Tang, Li-chun; Tsai, Chung-hung; Tsai, Chang-shu; |
期刊 | 慈濟技術學院學報 |
出版日期 | 20060300 |
卷期 | 8 民95.03 |
頁次 | 頁361-379 |
分類號 | 521.422、521.422 |
語文 | chi |
關鍵詞 | 關係品質; 問題導向學習; 自我決定理論; 內在動機; 社群; 所有權; 攸關性; 授權; Relationship quality; Problem-based learning; Self-determination theory; Intrinsic motivation; Community; Ownership; Relevance; Empowerment; |
中文摘要 | 本文導入關係品質(relationship quality)的概念,並以關係品質對學生學習的內在動機有顯著正向影響作為理論模式之假設,結合自我決定理論(Self-Determination Theory; SDT)以及社群(community, C)、所有權(ownership, O)、攸關性(relevance, R)及授權(empowerment, E)等所謂CORE要素之探討、分析與修正,針對問題導向學習法內在動機促進因素建構一新的理論模式。 此理論模式說明學習的成就來自於內在的學習動機,而最重要的促進因素包含關係品質、學習的掌控、問題的品質以及能力的感受等。其中關係品質植基於輔導者應具備對學生支持與關懷的教學風格;以及學生與學生之間所建立之信任、承諾、滿意與溝通。此一理論模式強調內在動機的重要性與關連性,闡述問題導向學習法內在動機促進因素有助於學習者自我導向學習、對問題的批判性思考、解決有意義的問題以及分享知識。重視輔導者與學生之間;以及學生與學生之間積極、正向的互動,對於問題導向學習之教育成效具有高度滿意度的關連性。 |
英文摘要 | The purpose of this study is to validate that the concept of relationship quality has positive influence on intrinsic motivation of students’ learning. We furthermore integrated Self-Determination Theory(SDT) and the so-called CORE elements, community(C), ownership(O), relevance(R), and empowerment(E), to explore, analyze, adjust , and reconstruct a new theory model based on the promoting factors of intrinsic motivation in problem-based learning. The model demonstrates that learning accomplishment is dependent on the strength of intrinsic motivation. The most important promoting factors of intrinsic motivation include relationship quality between students and tutors, learning control of students, the quality of problems, and students’ sense of competence. Among the factors, good relationship quality is based on the tutor’s supportive and caring attitude toward students, and on the degree of trust, commitment, satisfaction and communication among students. The model emphasizes the importance and relevance of intrinsic motivation. It also confirms that the promoting factors of intrinsic motivation in problem-based learning will enhance students’ abilities of problem solving, critical thinking, and self-directed learning. The emphasis on active and positive reaction between students and tutors and among students will positively influence students’ intrinsic motivation and accomplishment of learning. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。