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篇名 |
大學生認知能力﹑創造思考能力及教師教學方法對學生學習行為之影響
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作者 | 陳密桃 |
中文摘要 | 本研究的主旨在於探討大學生的學習行為,是否會因其個人認知能力和創造思考能力之高低,以及教師的教學方法之不同而有差異。研究結果得到下列幾項發現: (一)學生的學科成績,因其認知能力之高低及教師的教學方法之不同而有差異。 (二)學生的學習適應情形,因其認知能力之低和教學方法之不同而有差異。 (三)學生的學習興趣,因教學方法之不同而有差異;而與學生認知能力之高低無關。 (四)學生的自評學習效果,因其認知能力之高低而有差異,但與教學方法之不同無關。 (五)學生的學科成績,因其創造思考能力之高低,以及教學方法之不同而有差異。 (六)學生的學習適應情形,因其創造思考能力之高低和教學方法之不同而有差異。 (七)學生的學習興趣,因其創造思考能力之高低和教學方法之不同而有差異。 (八)學生的自評學習效果,因教師的教學方法之不同而有差異,而與其創造思考能力之高低無關。 |
英文摘要 | The aim of this study is to explore whether the differences in student learning behavior depend on the students’ low-high cognitive abilities, creative thinking abilities and teachers’ teaching methods. The results of this study are stated as follows: 1. The scores of the course differ according to the students’ low-high cognitive abilities and teachers’ teaching methods. 2. The students’ learning adjustment differs according to the students’ low-high cognitive abilities and teachers’ teaching methods. 3. The students’ learning interest differs according to the teachers’ teaching methods, but it does not differ according to the students’ low-high cognitive abilities. 4. The students’ self-evaluating learning effectiveness differs according to the students’ low-high cognitive abilities, but it does not differ according to the teachers’ teaching methods. 5. The scores of the course differ according to the students’ low-high creative thinking abilities and teachers’ teaching methods. 6. The students’ learning adjustment differs according to the students’ low-high creative thinking abilities and teachers’ teaching methods. 7. The students’ learning interest differs according to the students’ low-high creative thinking abilities and teachers’ teaching methods. 8. The students’ self-evaluating learning effectiveness differs according to the teacher’s teaching methods, not differs according to the students’ low-high creative thinking abilities. |
起訖頁 | 156-194 |
刊名 | 教育學刊 |
期數 | 198402 (5期) |
出版單位 | 國立高雄師範大學教育學系 |
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| 我國大學本科教育的規劃與檢討 |
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| 大學生認知型式﹑創造性人格與創造傾向關係之研究 |