頁籤選單縮合
題 名 | 國小學童班級適應、學習方法之效率與學業成就之關係 |
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作 者 | 吳新華; | 書刊名 | 臺南師院學報 |
卷 期 | 27 1994.06[民83.06] |
頁 次 | 頁31-73 |
分類號 | 521.12 |
關鍵詞 | 國小學童; 班級適應; 學習方法; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在闡明國小學童班級適應的狀況,釐清國小學童學習方法的效率問題,從 而發掘影響國小學童學習成就的主要因素。研究對象為高雄市、臺南市與臺南縣等地八所學 校1467名國小學童。研究工具一為國小學童班級適應量表,一為國小學童學習方法效率量 表。結果顯示: 一、國小學童班級適應較佳的是對學校的感受和對教師的態度,較差的部份則是與同學 的關係,以及對測驗的適應。 二、年級與學業成就夷變項是影響國小學童班級適應的關係密切主要因子,性別變項的 相關不明顯。 三、國小學童學習方法之效率表現較佳的是學習的學習與環境,及應試的技巧這兩大領 域,效率較差的則是上課的學習行為以及學習的計畫與執行這兩大領域。 四、性別、年級和學業成就等三個變項均是影響國小學童學習方法之效率密切相關的重 要因子。 五、答案的利用、學習環境、對教師的態度、與同學的關係、生活習慣、應試的方法、 學習意欲、計畫的實行、上課的態度、上課前的準備、學習習慣等十一個變項可預測國小學 童學業成就變異量的30.8%。 |
英文摘要 | The purpose of this research was to study class adjustment and effectiveness of study method of elementary school children. Key factors which affect childrens' academic achievement were explored. The subjects were 1,467 fourth-and sixth-grade students from eight elementary schools in Kaohsiung and Tainan area. Class Adjustment Inventory and Study Methods Efficiency Inventroy for Elementary Students were administered to these students. The major findings from this study were as follows: 1. Class Adjustment Inventory showed that children were better-adjusted in two sub-categories: school affiliation and attitudes toward teachers, whereas in the sub-categories of peer relationship and adjustment toward tests, children were less well-adjusted. 2. Grade level and academic achievement were the two key factors which affect childrens' class adjustment. The influence of gender was not significant. 3. Study Method Efficiency Inventory indicated that children were more effective in study habbits and environment and test-taking skills. Classroom learning behavior and study planning and practice were indicators of less effective study methods for elementary school children, 4. Gender, grade level and academic achievement were important factors which affect the effectiveness of elementary children's study method. 5. The utilization of answers, study environment, attitudes toward teachers, peer relationship, test-taking skills, willingness to learn, study practice, classroom learning attitude, pre-study and study habbits were predictable variables for elementary school childrens' academic achievement. |
本系統中英文摘要資訊取自各篇刊載內容。