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E10140
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不同教育類型成人學習者自我調控學習障礙、學習偏好與適性教學策略發展之研究
The Research upon Adult Learners' Barriers on Self-regulated Learning, Learning Preference and the Development of Adaptive Instruction Strategies in Different Education Patterns
1.王政彥
1.Cheng-yen Wang
1.國立高雄師範大學成人教育研究所
1.Graduate Institute of Adult Education, National Kaohsiung Normal University
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1.國立高雄師範大學成人教育研究所
1.Graduate Institute of Adult Education, National Kaohsiung Normal University
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):2012-08-01
A.14 計畫執行期間(訖):2015-07-31
2012-12-102013-02-28 2013-12-102014-02-28 2014-12-102015-02-28
A.16 收到日期:2016-03-17
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北中南三區的成人

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C.2 聯絡日期:2016-03-18
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1.國立高雄師範大學成人教育研究所
1.Graduate Institute of Adult Education, National Kaohsiung Normal University
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C.7 資料公開日期:2016-03-18
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1.不同教育類型
2.成人學習
3.自我調控學習素養
4.學習偏好
5.適性教學
1.Different education patterns
2.Adult learning
3.Self-regulated learning literacy
4.Learning preference
5.Adaptive teaching
自我調控學習素養(self-regulated learning literacy)是自我學習的具體類型,也是實踐終身學習的重要能力。如果該素養,包括認知、情意與技能等層面較差,將成為個人的終身學習障礙,影響人人教育(education for all)與學習社會(learning society)理想的實現。因此,如何發掘並協助自我調控學習素養較差之成人,提升其自學能力,已成為成人教育的重要課題。而在個別化教學上,學習偏好(learning preference)是傳統學校教育上,頗受重視的心理特質,攸關學生的學習成就。連同在因應個別差異的教學上,適性教學(adaptive teaching)也在傳統的特殊教育上,探討甚多。對於人格特質與學習特性相對較穩定的成人,其此兩心理特質的適用性值得探究。究竟成人自我調控學習素養與學習偏好有何關係?如何因應不同的素養及學習偏好,發展適性教學策略?參與正規、非正規及非正式等不同教育類型的成人學習者又有何不同?成為本文的探討旨趣。本文植基於實證研究結果,兼採問卷調查、個別及團體訪談,先透過常模參照找出自我調控學習素養較差的成人學習者,再瞭解他們的學習偏好與適性教學需求,藉以發展有效的因應策略,增進成人的自學成效。

Self-regulated learning literacy (SRLL) is a specific strategy of self-learning (SL) and a key competency to carry out lifelong learning. If a person’s learning literacy is limited in any dimensions ie cognition, affection, and skills, he/she will suffer difficulty and impact the fulfillmentof visions of Education for All and Learning Society. Therefore, how to find out adults lack SRLL and to enhance their competencies in SL has become a crucialissue in adult education. In terms of individualized instruction, learning preference (LP) and hence adaptive teaching (AT) both are learner’s psychological characteristics and focused on to enrich individual learning effectiveness. For adults with comparative stable psychological characteristics, what the relationship between SRLL and LP is and how to employ AT according to different SRLL and LP, and whether adult learners in formal, nonformal, and informal education institutions have any difference in the three variables, the above will be the key issue in the paper. The paper is based on empirical studies carriedout via questionnaire survey, individualand group discussions. Accordingly,adult learners with lower SRLL will be sampled through norm comparisons and then their LP and correspondently AT will be formulated to improve the effectiveness of SL.

D.16 完成檢誤日期:2016-04-12
D.17 預定釋出日期:2017-01-16
D.18 初次釋出日期:2017-01-16
D.19_1 最新版釋出日期:2017-01-16
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10.6141/TW-SRDA-E10140-1
https://efenci.srda.sinica.edu.tw/webview/index.jsp?object=https://efenci.srda.sinica.edu.tw:80/obj/fStudy/E10140
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