政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/136627
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113648/144635 (79%)
Visitors : 51693720      Online Users : 591
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/136627


    Title: 國民中學促進自主學習課堂評估指標建構之研究
    A Study on the Construction of Evaluation Indexes of Classroom for Promote Self-regulated Learning in Junior High School
    Authors: 陳君武
    Chen, Chun-Wu
    Contributors: 秦夢群
    郭昭佑
    Chin, Mon-Jing
    Kau, Chao-yu
    陳君武
    Chen, Chun-Wu
    Keywords: 十二年國教
    自主學習
    促進自主學習課堂評估指標
    德懷術研究法
    12-Year Basic Education
    Self-regulated Learning
    Evaluation Indexes of Classroom for Promote Self-regulated Learning
    Delphi Technique
    Date: 2021
    Issue Date: 2021-08-04 16:13:12 (UTC+8)
    Abstract: 本研究旨在建構「國民中學促進自主學習課堂評估指標」，研究者首先透過文獻的蒐集探討，深入瞭解有關自主學習之內涵、十二年國民基本教育理念及相關研究，介入自主學習的重要領域、以學習者為中心、素養導向課程與教學、差異化教學之相關文獻，以作為本研究之理論基礎及研究設計依據；又經過專家訪談、三次德懷術調查、專家諮詢會議，最終獲得質化意見之共識、指標重要程度之集中趨勢（平均數、標準差、眾數計量分析）及共識性檢定（Consensus deviation index, CDI）評分者一致性意見檢定，建構內容效度客觀性，完成建構「國民中學促進自主學習課堂評估指標」之研究。歸納出以下幾點結論，說明如下：
    一、 十二年國教課綱理念之自主學習概念模式不是機械和僵化的指南，截然地一個個動作或步驟；而是一種能夠讓促進或解決方案穩定而持續創造價值的方式，以及一個所需的教育或課堂生態系統，最終引領終身學習的可能。
    二、 十二年國教課綱理念之促進自主學習課堂實踐圖像的關鍵理念包括有：「介入促進自主學習課堂的多重領域」、「主張以學習者中心」、「強調個別差異」及「關注素養導向」，並從中探析以萃取其行動要素。
    三、國民中學促進自主學習課堂評估指標之架構，包含5大構面、15個向度、45項指標，結合政策與現場實務。
    四、國民中學促進自主學習課堂評估指標之專家問卷，具有優良內容效度及一致性的評分結果。
    最後，依研究發現與結論，本文提出對教育主管機關、學校及後續相關研究之建議，期能為國內自主學習教育帶來新的啟示。
    This study aims to construct the "Classroom Evaluation Index for Promoting Self-regulated Learning in in Junior High School." The researcher fully understand the connotation of Self-regulated learning, the Rationale of 12-year Basic Education and related research, relevant literature on Self-regulatory dimensions, Learner-centered, literacy-oriented curriculum and teaching, and differentiated teaching by going through collection of literature. These theories serve as the basis of research design for the evaluation indexes to promote the Self-regulated in Junior High School in this study; also by expert interviews, and a total of three questionnaire survey on Delphi Technique will be conducted, Expert consultation meeting, and reaching the consensus of qualitative opinions, the central tendency of the index importance (average, standard deviation, mode Econometric analysis), and consensus deviation index (CDI) experts consistency test, the researcher construct the objectivity of content validity, and completing the research on the construction of " Evaluation Indexes of Classroom for Promote Self-regulated Learning in Junior High School ". Summarizing conclusions explained bellow:

    1. The Self-regulated learning conceptual model of Curriculum Guidelines of 12-Year Basic Education Rationale is not a mechanical and rigid guideline. It is a way to make promotion and solutions stable and create value constantly, as well as a substainable classroom ecosystem. It will eventually lead to the possibility of lifelong learning.

    2. The key concepts of Curriculum Guidelines of 12-Year Basic Education Rationale to promote Self-regulated learning classroom include: " Multiple areas of involvement of Classroom for Promote Self-regulated Learning ", " Learner-centered ", "Emphasizing individual differences" and " Focusing on literacy orientation ", to explore it and extract its action elements.

    3. The framework of the evaluation indexes of Classroom for Promote Self-regulated Learning in Junior High School, including 5 major dimensions, 15 sub-dimensions, and 45 indexes, combining policies and field practices.

    4. The expert questionnaire of the evaluation indexes of Classroom for Promote Self-regulated Learning in Junior High School, with excellent content validity and consistent scoring results.
    According to the research findings and conclusions, this study provides suggestions for education administrations, schools, and subsequent studies. These suggestions expect to promote insights for self-regulated learning education.
    Reference: 一、中文部分
    王金國（2001）。成功學習之關鍵～自我調整學習。課程與教學，5（1），145-164。
    王文科、王智弘（2014）。教育研究法（第16版）。五南文化。
    卯靜儒（2019）。你今天深度學習了嗎？新課綱研習工作坊之教師學習經驗探究。教育研究月刊，305，52-74。
    丘愛鈴（2013）。成就每一個學生：差異化教學之理念與教學策略。教育研究月刊，231，18-33。
    田慧、陳美如（2020）。自主學習的理念與教學設計。教育研究月刊，309，41-58。
    老子（1992）。道德經。智楊出版。
    何琦瑜、賓靜蓀、張瀞文（2012）。十二年國教新挑戰：搶救「無動力世代」。親子天下，33。2020 年 8月31日，取自： https://www.parenting.com.tw/article/5031634-/?page=1
    李子建、邱德峰（2017）：學生自主學習：教學條件與策略，《全球教育展望》，46(1)，頁47-57。
    李雅卿（2006）。自主學習理念六講—知、行、悟的流轉。社團法人中華民國自主學習促進會。
    宋文里譯(1995)。成為一個人：一個治療者對心理治療的觀點。桂冠。
    林永豐（2018）。延續或斷裂？從能力到素養的課程改革意涵。課程研究，13（2），1-20。
    林吟霞（2010）。自主學習取向之適性課程與教學研究：臺灣小學與德國小學方案教學」個案比較。課程與教學季刊。2010，71（3）：47-76。
    林佳慧（2020）。國中自主學習校訂課程之實踐。中等教育季刊，146，67-80。
    林堂馨（2018）。以自主學習為主的大學能力本位課程設計及實施。課堂與教學季刊。2018，21（2）：59-84。
    林建平（2004）。學童自我調整學習之調查研究。臺北市立師範學院學報，35（1），1-24。
    林清文（2002）。自我調整課業學習模式在課業學習諮商的應用。彰化師大輔導學報，23，229-275。
    吳璧純（2019）。從素養導向統整課程 與教學談生活課程教科書的設計原則。教育研究月刊，303，12-24。
    吳璧純、詹志禹（2018）。從能力本位到素養導向教育的演進, 發展及反思。教育研究與發展期刊，14(2)，35-64
    周淑卿（2004）。課程發展與教師專業。高等教育。
    周淑卿、白亦方、林永豐、黃嘉雄、楊智穎（2021）。課程發展與設計。師大書苑。
    洪詠善（2020）。停課不停學：當自主學習成為日常，課程研究，15（1），15-33。
    洪詠善、林佳慧、楊惠娥（2018）。十二年國教課綱自主學習之實踐探究。教育脈動，15。取自https://pulse.naer.edu.tw/Home/Content/543153f1- 6e99-4728-bd1b-4bc9376aed89?insId=91ab8aef-7dae-4133-8bf3-30ff7a11530b
    洪詠善、范信賢(主編)(2015)。同行～走進十二年國民基本教育課程綱要總綱。國家教育研究院。
    洪詠善、盧秋珍（2017）。國中理解與實踐自主學習之案例探究，教育研究月刊，278，30-45。
    胡夢鯨（1989）。全人教育理念下的大學通識教育與改革芻議。淡江學報，27，pp.133-155.
    范信賢（2016）。核心素養與十二年國民基本教育課程綱要：導讀《國民核心素養：十二年國教課程改革的 DNA》。教育脈動，5。查自 http://pulse.naer.edu.tw/content.aspx?type=H&sid=198。
    徐綺穗（2019）。自我調整學習與核心素養教學：以「自主行動」素養為例，課程與教學季刊，22(1)，頁102-120。
    高寶玉（2018）。香港自主學習的探索：融合東西方理念的嘗試，課程研究，3（1），29-53。
    高寶玉和徐慧璇（2018）：自主學習課堂實踐之張力：香港個案研究，課程與教學季刊，21(2)，頁33-58。
    陳志恆、林清文（2008）。國中學生自我調整學習策略量表之編製及效度研究。輔導與諮商學報，30（2），1-36。
    陳君武、彭怡婷（2020）。國中教師實踐社群發展校訂課程之個案研究。中等教育，71（3），48-66。
    陳美如、雷嗣汶（2019）。跨領域學習：創新課程發展關鍵元素。教育研究月刊，300，21-42。
    陳佩英（2018）。跨領域素養導向課程設計工作坊之構思與實踐，課程研究，13（2），15-33。
    陳佩英、簡菲莉（2015）。揚帆啟航、駛向碧海藍天。載於陳佩英、簡菲莉（執行編輯）。高中優質化藍海航程紀實（頁iii-ix）。高等教育。
    陳佩英（2012）。教師專業發展的第四條路：學習社群實踐的理論轉化。載於中國教育學會（主編），2020教育願景（頁307-358）。學富文化。
    陳偉仁（2020）。學習自主性鷹架：專題式學習設計的課程轉化與實踐。載於鄭章華（主編），學習新動力─「自主學習」在十二年國教的多元呈現（頁218-261），國家教育研究院。
    陳偉仁（2018）。從自我決策理論探析資優兒童的自主學習。資優教育季刊，146，1-12。
    程炳林（2002）。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33(2)，79─102。
    張同柏（2013）。計算機環境下自我調節學習的影響因素及優化策略。外國教育研究，40(5)，27─35。
    張春興（1996）。教育心理學—三化取向的理論與實踐。東華書局。
    張景媛（1992）。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報，25，201 -243。
    湯仁燕、林葦玲（2013）。從教師鷹架到學生自主－探析交互教學中的學習責任移轉。載於中國教育學會主編，從內變革(115-143)。學富文化。
    國家教育研究院（2014）。十二年國民基本教育課程發展指引。作者。
    單文經（2017）。素養教育的理念與作法：杜威觀點。載於中國教育學會主編，教育新航向─校長領導與學校創新（頁209─245）。學富文化。
    教育部（2014）。十二年國民基本教育課程綱要總綱。作者。
    游自達（2019）。素養導向教學的實踐：深化學習的開展。臺灣教育評論月刊，8（10），6-12。
    游家政（1996）。得懷術及其在課程研究上的應用．花蓮師院學報，6(6)，1-24 。
    曾正宜（2018）。知之為不知，不知為知之，學習也：論不知本位教與學。教育研究集刊，64（4），107-138。
    程峻（2017）。淺談素養導向體育課程的教學評量。學校體育，162，44-50。
    梁雲霞（2005）。自主學習方案的設計與實踐。人文及社會學科教學通訊，15（5），157-176。
    梁雲霞（2006）。從自主學習理論到學校實務：概念架構與方案發展，當代教育研究，14（4），171-206。
    梁雲霞（2009）。學生能夠自主學習嗎？華人教師對自主學習觀感的探究。論文發表於小學教育國際研討會2009，香港。
    梁雲霞（2020）。善教樂學：新課綱脈絡下的自主學習。教育研究月刊，309，4-21。
    黃茂在、卓如吟、何昕家、郭工賓（2017）。福爾摩沙~臺灣戶外教育的機會與挑戰。載於黃茂在、何宜謙（主編），放眼國際─戶外教育的多元演替與發展趨勢（頁138-170），新北市：國家教育研究院。
    黃武雄（2004）。童年與解放衍本。左岸。
    郭昭佑（2000）。概念構圖法在評鑑指標建構上之應用─以國民中學校務評鑑指標建構為例。教育政策論壇，3﹙2﹚，173-203。
    郭麗玲（2000）。自我導向學習理論與模式。社會教育學刊，29，1-34。
    郭麗玲（2002）。成功自我導向學習與五行。秀威資訊。
    馮朝霖等（2011）。國民中小學課程綱要系統圖像之研究。新北市：國家教育研究院。
    馮朝霖（2004）：駱駝．獅子與孩童—尼采精神三變論與批判教育學與另類教育學的起源。教育研究月刊，121，5-13。
    詹德松（1997）。經濟統計指標—兼述政府統計實務。華泰。
    趙志成（2015）。推行自主學習的進路、策略與再思。香港：香港中文大學香港教育研究所。
    鄧運林（2000）。開放學習與自我導向學習。隔空教育論叢，12，27-46。
    鄧運林（1995）。成人教學與自我導向學習。五南文化。
    劉佩雲（2002）。自我調整學習的課程與教學。課程與教學季刊，5（3），35-48。
    歐用生（2006）。課程理論與實踐。學富文化。
    魏麗敏（1996）。影響國小兒童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究。國立台灣師範大學教育心理與輔導研究所 博士論文，未出版，台北。
    龐維國（2005）。自主學習—教與學的理論與策略。上海市：東華師範大學出版社。

    二、英文部分

    Alvi, Effat & Gillies, Robyn M. (2020). Teachers and the teaching of self-regulated learning (SRL): the emergence of an integrative, ecological model of SRL-in-context. Education Sciences, 10（4）,98；https://doi.org/10.3390/educsci10040098
    American Psychological Association`s Board of Educational Affairs (1997).Learner-centered psychological principles: A framework for school reform and redesign. Retrieved from http://www.apa.org/ed/governance/bea/learner- centered.pdf
    Ames, C. (1992).Classrooms: Goals, structure, and student motivation. Journal of Educational Psychology, 84, 261-271.
    Bandura, A. (1993).Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28（2）, 117-148.
    Bandura, A. (1986). Social foundations of thought and action: Asocial cognitive theory . Englewood Cliffs, NJ: Prentice Hall.
    Barnett, R. (2011). Learning about learning: A conundrum and a possible resolution.London Review of Education, 9(1), 5–13.
    Beckett, D. (2008). Holistic competence: Putting judgments first. Asia Pacific Education Review. 9(1), 21-30.
    Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational Psychologist, 48(4), 243–270.
    Blumenfeld, P. (1992).Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272-281.
    Boekaerts, M. (2017). Cognitive load and self-regulation: Attempts to build a bridge.Learning and Instruction, 51, 90-97.
    Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning, In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance, 408-425, New York, NY: Routledge.
    Boekaerts, M. (1998). Do culturally rooted self-construals affect students’ conceptualization of control over learning? Educational Psychologist, 33(2/3), 87-108.
    Borich, G. D., & Tombari, M. L. (1997). Educational psychology: A contemporary approach. New York, NY: Longman.
    Bracey, P. (2010). Self-directed Learning vs self-regulated learning: Twins or just friends? In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010-World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1600-1607). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).
    Brockett, R. G. & Heimstra, R. (1991).Self-directed in adult learning: Perspective on theory, research, and practice. London and New York: Routledge & Kegan Paul.
    Cleary, T. J., Velardi, B., & Schnaidman, B. (2017). Effects of the self-regulation empowerment program (SREP) on middle school students’ strategic skills,self-efficacy, and mathematics achievement. Journal of School Psychology, 64,28-42.
    Cleary, T. J. & Zimmerman, B. J. (2004). Self-regulation empowerment rogram: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550.
    Cook, R., & Weaving, H. (2013). Key competence development in school education in Europe: KeyCoNet’s review of the literature: A summary. Brussels, Belgium:European Schoolnet.
    Corno, L. (1989). Self-regulated learning: A volitional analysis. In B. J. Zimmerman,& D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp.83-110). New York, NY: Springer-Verlag.
    Dembo, M. H., & Eaton, M. J. (2000).Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100(5), 473-490.
    DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18, 187-213.
    Duckworth, K., Akerman, R., MacGregor, A., Salter, E., & Vorhaus, J. (2009).Self-regulated learning: a literature review. (Research Report 33). from Centre for Research on the Wider Benefits of Learning, Institute of Education http://www.learningbenefits.net/Publications/ResReps/ResRep33.pdf
    Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013).Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58.
    Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY:Ballantine Books.
    Earl, L. M. (2002). Assessment as learning: Using classroom assessment to maximize student learning. California, Thousand Oaks: Corwin Press, Inc.
    Effeney, G., Carroll, A., & Bahr, N. (2013).Self-regulated learning: Key strategies and their sources in a sample of adolescent males1. Australian Journal of Educational and Developmental Psychology, 13(5), 58-74.
    Efklides, A. (2011).Interactions of metacognition with motivation and affect in Self-regulated learning: The MASRL model. Educ. Psychol., 46, 6-25.
    Fadel, C., Bialik, M., & Trilling, B. (2015). Four-dimensional education: The competencies learners need to succeed. Boston, MA: Center for Curriculum Redesign.
    Fiorella, L., & Mayer, R. E. (2015).Learning as a generative activity: eight learning strategies that promote understanding. New York, NY: Cambridge University Press. http://doi.org/10.1017/CBO9781107707085
    Flavell, J. H. (1976).Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum.
    Fulgni, A. F., & Stevenson, H. W. (1995). Time use and mathematics achievement among American, Chinese and Japanese high school students. Child Develop, 66, 830- 842.
    Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world change the world. Thousand Oaks, CA: Corwin Press.
    Garrison, D. R. (1997).Self-directed learning: Toward a comprehensive model.Adult education quarterly, 48(1), 18-33.
    Gerstner, L.S. (1987). On the theme and variations of self-directed learning: An exploration of the literature. New York: Columbia University Teachers College.
    Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel. San Francisco, CA: Jossey-Bass.
    Gray, S., & Drewery, W. (2011).Restorative practices meet key competencies:Class meetings as pedagogy. The International Journal on School Disaffection, 8(1), 13-21.
    Green, S. K., & Gredler, M. E. (2002).A review and analysis of constructivism for school-based practice. School Psychology Review, 31(1), 53–70.
    Griffin, P., English, N., Nibali, N., Harding, S-M., Graham, L. (2017). Self-regulated learning. In P. Griffin (Ed.), Assessment for teaching（2nd ed.）（pp.141–160）. Cambridge, England: University Press.
    Hattie, J., Fisher, D., & Frey, N. (2017). Visible learning for mathematics, grades K-12 : What works best to optimize student learning. Thousand Oaks, CA : Corwin Mathematics.
    Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.
    Hofer, B. K., Yu, S. L., & Pintrich, P. R.（1998）. Teaching college students to be self-regulated learners. In. D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated Learning: From teaching to self-reflective practice (pp. 57-85). New York: The Guilford Press.
    Huffstutter, S., & Smith, S. (1996). Managing time and stress. In S. C. Smith & P. K. Piele (Eds.), School leadership : Handbook for excellence (pp. 315-337).Eugene, OR: ERIC Clearinghouse on Educational Management, University of Oregon.
    Immordino-Yang, M. H., Damasio, A. R. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3–10.
    Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies 10 predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33.
    Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers.Englewood Cliffs: Prentice Hall/Cambridge.
    Lapan, R. T., Kardash, C. A. M., & Turner, S.（2002）. Empowering Students to Become Self-Regulated Learners. Professional School Counseling, 5(4), 257-265.
    Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problembased learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411-427.
    Macdonald, J. B. (1988). Theory-practice and the hermeneutic circle. In W. F. Pinar (Ed.),Contemporary curriculum discourses (pp. 101–113). Scottsdale, AZ: Gorsuch Scarisbrick.
    Macan, T. H., Shahani, C., Dipboye R. L., & Phillips A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational psychology, 82(4), 760-768.
    Malmberg, J., Järvelä, S., & Järvenoja, H. (2017). Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of
    collaborative learning. Contemporary Educational Psychology, 49, 160-174.
    Mega, C., Ronconi, L., & Beni, R. D. (2014). What makes a good students? How emotions, self-regulated learning,and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131.
    Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. doi:10.1002/ace.3
    Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide (2nd ed.). San Francisco, USA: Jossey-Bass.
    McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco, CA: Jossey-Bass.
    Moos, D. C., & Ringdal, A. (2012). Self-regulated learning in the classroom: A literature review on the teacher’s role. Education Research International, 2012,1-15.
    National Academies of Sciences, Engineering, & Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press.
    OECD (2017).PISA 2015 results (Volume IV): Students’ financial literacy. Retrieved October 4, 2020, from http://dx.doi.org/10.1787/9789264270282-en
    OECD(2008). Key competencies and basic skills. Retrieved from https://ec.europa.eu/education/policies/school/key-competences-and-basic-skills_en
    Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422.
    Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D. Laveault & L. Allal (Eds.), Assessment for Learning:Meeting the challenge of implementation.
    Paris, S. G., & Paris, A. H. (2001). Classroom application of research on self-regulated learning.Educational Psychologist, 36(2), 89-101.
    Paris, S.G., Byrnes, J.P., & Paris, A.H. (2001). Constructing theories, identities, and actions of self-regulated learners. In B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed.). (pp.1-37). Mahwah, NJ: Lawrence Erlbaum.
    Perry, N. E., Hutchinson, L., & Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote selfregulated learning.International Journal of Educational Research, 47(2), 97-108.
    Pigozzi, O. W., Peterson Architects Inc., VS Furniture, & Mau, B. (2010). The third teacher: 79ways you can use design to transform teaching & learning. New York, NY: Abrams.
    Pintrich, P. R. (2000). The role of goal oriention in self-regulated learning. In M.
    Boekaerts,P. R. Pintrich, & M. Zeidner (Eds), Handbook of self-regulation (pp. 451-502). CA:Academic Press.
    Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 358-407.
    Reeve, J., Jang, H., Carrell, D., Barch, J., & Jeon, S. (2004). Enhancing students’engagement by increasing teachers’ autonomy support. Motivation and Emotion,
    28, 147-169.
    Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L.Deci & R. M. Ryan (Eds.), Handbook on self-determination research:Theoretical and applied issues. Rochester, NY: University of Rochester Press.
    Renninger, K. A., & Hidi, S. E. (2015). The power of interest for motivation and engagement. New York, NY: Routledge.
    Repenning, A. (2012). Programming goes back to school - Broadening participation by integrating game design into middle school curricula. Communications of the ACM, 55(5), 38-40.
    Ron Ritchhart, Mark Church, Karin Morrison. (2011).Making thinking visible:how to promote engagement, understanding, and independence for all learners.CA: Jossey-Bass Inc Pub.
    Rožman, L., & Koren, A. (2013). Learning to learn as a key competence and setting learning goals. In V. Dermol, N. T. Sirca, & G. Dakovic (Eds.), The Management, Knowledge and Learning International Conference 2013. Paper presented at the Proceedings of Active Citizenship by Knowledge Management & Innovation, Croatia, Zadar (pp. 1211-1218). Celje, Slovenia: ToKnowPress. Retrieved from http://www.toknowpress.net/ISBN/978-961-6914-02-4/papers/ ML13-388.pdf
    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
    Schlechty, P.C. (2003).Working on the Work: An action plan for teachers, principals, and superintendents. San Francisco, CA: Jossey-Bass.
    Schloemer, P., & Brenan, K. (2006). From students to learners: Developing self-regulated learning. Journal of Education for Business, 82(2), 81-87.
    Schunk, D. H., & Mullen, C. A. (2013). Toward a conceptual model of mentoring research: Integration with self-regulated learning. Educational Psychology Review, 25 , 361–389.
    Smith, S. M. (2007). Principals` and teachers` perception of principals` instructional leadership. [CD-ROM]. Abstract From: ProQuest File: Dissertation Abstracts Item: AAT3289292.
    Stefanou, C. R., Preencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 29(2), 97-110.
    Su Y., Reeve J. (2011). A Meta-analysis of the effectiveness of intervention programs
    designed to support autonomy. Educ. Psychol. Rev. 23, 159–18810.1007/s10648-010-9142-7.
    Turner, J. C., & Meyer, D. K. (1999). Integrating classroom context into motivation theory and research: Rationales, methods, and implications. In T. C. Urdan (Vol.Ed.), Advances in motivation and achievement: The role of context (Vol. 11, pp.87–121). Stamford, CT: JAI.
    United Nations Educational, Scientific and Cultural Organization. (2005). NFE-MIS Handbook.Developing a sub-national non-formal education management information system. Module 1. Paris, France: UNESCO, Division of Basic Education.
    Wang M. T., & Holcombe R. (2010).Adolescents` perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633-662.
    Wehmeyer, M., & Little, T. (2009).Self-determination. In S. Lopez (Ed.), The Encyclopedia of Positive Psychology (pp. 868-874). Boston, MA: Blackwell Publishing.
    Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA:Jossey-Bass.
    Winne P. H., Hadwin A. F. (2013). “nStudy: tracing and supporting self-regulated learning in the internet,” in International Handbook of Metacognition and Learning Technologies eds Azevedo R., Aleven V. (New York, NY: Springer; ) 293–308.
    Willbergh, I. (2015) The problems of ‘competence’ and alternatives from the Scandinavian perspective of Bildung. Journal of Curriculum Studies, 47(3), 334-354.
    Wolters, C., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27-48.
    Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving.Journal of Child Psychology and Psychiatry, 17, 89-100.
    Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S.,Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation.Journal of Personality and Social Psychology, 107(4), 559-580.
    Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
    Zimmerman ,B.J. (2000).Attaining self-regulation: A social cognitive erspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self –regulation(pp. 1339). New York: Academic.
    Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation:An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Selfregulated learning: From teaching to self-reflective practice (pp. 1-19). New York, NT:Guilford.
    Zimmerman ,B.J. (1994).Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance : Issues and educational applications ( pp. 3-21）. Hillsdale, NJ: Lawrence Erlbaum Associates.
    Zimmerman B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp.1-25). New York, NT: Springer-Verlag.
    Zimmerman, B. J., & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.), Handbook of academic learning: Construction of knowledge (pp. 105-125). San Diego, CA: Academic Press.
    Zimmerman, B. J. & Paulsen, A. S. (1995). Self-monitoring during collegiate Studying: An invaluable tool for academic self-regulation. New Directions for Teaching and Learning, 63, 13-27.
    Zimmerman, B. J., & Martinez-Pons, M. (1990). Student difference in self-regulated learning : Relating Grade, sex, and giftedness to self-efficacy and strategy use.
    Journal of Educational Psychology, 82, 51-59.
    Description: 博士
    國立政治大學
    教育學系
    102152511
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0102152511
    Data Type: thesis
    DOI: 10.6814/NCCU202100741
    Appears in Collections:[Department of Education] Theses

    Files in This Item:

    File Description SizeFormat
    251101.pdf8433KbAdobe PDF2637View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback