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    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/98722


    题名: 學生出題策略與傳統練習策略對大學生學習成就；認知與後設認知策略使用之影響
    其它题名: The Comparative Effects of Student Question-Posing and Question-Answering Strategies on Promoting College Students’ Academic Achievement, Cognitive and Metacognitive Strategies Use
    作者: 于富雲;劉祐興
    关键词: 後設認知策略;認知策略;練習;學生出題
    cognitive strategies;metacognitive strategies;question-answering;student question-posing
    日期: 2008-09
    上传时间: 2016-07-07 11:39:15 (UTC+8)
    摘要: 本研究探討「學生出題」策略與「題目練習」對學生學業成就、認知策略與後設認知策略的影響。研究採取準實驗法，由同一位老師教導的兩班土木工程學系學生（共69位），以不同策略進行六禮拜的課程，之後比較兩班級的學業成就，並比較不同策略學習前、後對認知策略及後設認知策略的影響。研究結果顯示，相較於傳統「題目練習」策略，「學生出題」策略較能引發學生於聽課歷程中運用不同之認知與後設認知策略，但不同策略並未造成學業成就上的差異。根據本研究發現及相關理論根基，建議教師可於課堂中嘗試使用學生出題策略，以輔助學生認知與後設認知策略之發展。
    The study examined the comparative effects of student multiple-choice questionposing and question-answering strategies on promoting students’ academic achievement， cognitive and metacognitive strategies use in a lecture-mode instructional setting. In total， 69 civil engineering undergraduates enrolled in two sessions of a required course participated in the study. Statistical analysis found that student multiple-choice questionposing strategy is a more productive strategy for inducing and engaging students in mobilizing cognitive and metacognitive strategies as compared to the traditional questionanswering arrangement. In terms of students’ academic performance， student multiplechoice question-posing is as effective a strategy as question-answering. Based on the present study， it is suggested that instructors who were accustomed to in-class practice sessions might consider a student question-posing approach for an amiable change to promote students’ cognitive and metacognitive strategies use without worrying about its less favorable impact on students’ performance.
    關聯: 教育與心理研究, 31(3), 25-52
    Journal of Education & Psychology
    数据类型: article
    显示于类别:[教育與心理研究 TSSCI] 期刊論文

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