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題 名 | The Influence of the Cognitive Learning Styles on Writing Performance=認知學習型態對英文寫作的影響 |
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作 者 | 謝觀崢; | 書刊名 | 清雲學報 |
卷 期 | 31:1 2011.01[民100.01] |
頁 次 | 頁127-145 |
分類號 | 805.17 |
關鍵詞 | 認知的; 場地獨立; 場地依賴; 近側發展區間; 回饋; Cognitive; Field-independent; Field-dependent; ZPD; Feedback; |
語 文 | 英文(English) |
中文摘要 | 本研究目地是探討兩種認知學習型態:場地獨立及場地依賴型,對大二學生英 文段落寫作的差異表現。先使用Witkin (1967)的 GEFT 測驗,將學生的認知學 習型態,分成場地獨立及場地依賴的兩組,然後根據全民英檢中級寫作評分標 準,施以寫作前測,將學生分成寫作程度佳及低的學生。據此,最後將學生分成 場地獨立型的兩人合作學習組、場地依賴型的兩人合作學習組、場地獨立型的個 人學習組、場地依賴型的個人學習組。最後再經過九週的教學後,再施以後測, 用單因子變異數分析ANOVA 來探討前後進步的差異表現。研究結果發現:場地 依賴型的學生在合作學習組甚至在個人學習組的進步都優於場地獨立型的合作 學習組,其中更發現場地依賴型的合作學習組,比場地獨立型的個人學習組進步 更多。 |
英文摘要 | The purpose of this paper is to investigate the paragraph-writing performance of students with two different cognitive learning style: field independent and field dependent. Participants were twenty six sophomores in the advanced writing class in the first semester, 2009. They were divided into four groups according to the Group Embedded Figures Test (Witkin,1967): (1) field-independent cooperative groups consisted of one high achiever and one low achiever, (2) field-dependent cooperative groups consisted of one high achiever and one low achiever, (3) field-independent individual groups were made of either one high achiever or one low achiever, (4) and field-dependent individual groups were made of either one high achiever or one low achiever. The researcher employed one-way ANOVA using SPSS13.0 for Windows to analyze the quantitative data. The findings were that the field-dependent students both in cooperative groups and in individual groups made more significant progress than the field-independent students in cooperative groups. The field-dependent students in cooperative groups also progressed more significantly than the field-independent students in individual groups. |
本系統中英文摘要資訊取自各篇刊載內容。