頁籤選單縮合
題 名 | Implementing Learning Contracts: A Metacognitive Approach=契約學習:一種後設認知策略的運用 |
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作 者 | 江雪齡; | 書刊名 | 成人教育學刊 |
卷 期 | 3 1999.12[民88.12] |
頁 次 | 頁177-189 |
分類號 | 521.12 |
關鍵詞 | 契約學習; 後設認知; 自我導向學習; Learning contract; Metacognition; Self-directed learning; |
語 文 | 英文(English) |
中文摘要 | 本研究歷時四書,目的在評量契約學習是否能提高大學生的學習效率。研究過程 引導學生應用後設認知的策略,如訂定學習目標,發展個人學習契約、偵察學習過程、書寫 反應紀錄,一對一的師生諮商,以及綜合評量。本研究證明契約學習使學生成為自我負責的 學習者。他們同報告他們運用多種後設認知的策略。研究過程及結果證明跨成人教育和教育 心理學的理論於教學,確能增進教與學的效率。 |
英文摘要 | The purpose of this four-year study was to examine how using learning contracts enhanced students learning. The second purpose of this study was to ascertain how strategies of metacognition encouraged students earning achievement. The third purpose of this study was to demonstrate interdisciplinary teaching and learning between the fields of educational psychology and adult learning. The implementation process included: setting goals for individual learning programs, developing individual learning contracts, monitoring learning processes, writing reflective journals, conducting one-on-one conferences, and involving students in summative evaluation. One hundred and eight students enrolled in a course entitled "Developmental Reading in the Content Areas" participated in this study from 1995 to 1999. This study proved that students become conscientious learners. Reported data indicated students have applied more than one metacognitive strategies. This study also proved the effectiveness of interdisciplinary teaching between the fields of adult learning and educational psychology. |
本系統中英文摘要資訊取自各篇刊載內容。