國中資優生獨立研究與學習風格的關係及獨立研究學習成效相關因素之研究

Studies on the Relationship between the Independent Studies of Gifted Junior High School Students and Their Learning Styles and the Relative Factors of Efficiency Derived from the Studies

10.7089/JGE.200412.0043

柯麗卿(Li-Ching Ko)

國中資優生 ； 學習風格 ； 獨立研究 ； gifted junior high school student ； learning style ； independent study

資優教育研究

4卷2期（2004 / 12 / 01）

43 - 64

繁體中文

This study pinpoints on the distribution and discrepancy of the preferred learning style among gifted and average students in junior high schools. A relationship between the gifted students learning style and efficiency on his or her independent studies was also studied. Also, an analysis of variables and an exploration of their relative factors arc primarily undergone through the quantity research method, and with the quality research ac a minor method. The method was collected from 175 average 8th-grade students from five junior high schools in Kaohsiung. Three research tools were used for the study purpose. They were: the revised Renzulli's Learning Styles Inventory, the self- adopted Questionnaire on the Relative Factors of Gifted Junior High School Students Independent Studies, and the Student Product Assessment Form of Independent Study. Findings and conclusions are: The gifted student favors the following four learning styles: direct instruction, independent study, projects, and peer discussion. Overall, the gifted student has higher proportion favoring on certain learning styles. There are significant difference on the learning styles discussed in A between the two groups of students, and the value is p＜.05; while there is no significant difference between genders on these styles with a value of p＞.05; There is no appealing evidence that an effective predictive analysis has been reached through the investigation of the gifted junior high school student's learning style to the efficiency of his or in independent study. The value is p＞.05. There are no significant differences that can relate the efficiency of independent study to the five variables: the gifted student's gender, whether he or she was also gifted in he elementary school, whether he or she had experience working on independent study, intelligence test, achievements. The value is p＞.05; The gifted student's efficiency on independent study has been influenced by his or in parents, with a higher efficiency when one of the parents have received higher education.

This study pinpoints on the distribution and discrepancy of the preferred learning style among gifted and average students in junior high schools. A relationship between the gifted students learning style and efficiency on his or her independent studies was also studied. Also, an analysis of variables and an exploration of their relative factors arc primarily undergone through the quantity research method, and with the quality research ac a minor method. The method was collected from 175 average 8th-grade students from five junior high schools in Kaohsiung. Three research tools were used for the study purpose. They were: the revised Renzulli's Learning Styles Inventory, the self- adopted Questionnaire on the Relative Factors of Gifted Junior High School Students Independent Studies, and the Student Product Assessment Form of Independent Study. Findings and conclusions are: The gifted student favors the following four learning styles: direct instruction, independent study, projects, and peer discussion. Overall, the gifted student has higher proportion favoring on certain learning styles. There are significant difference on the learning styles discussed in A between the two groups of students, and the value is p＜.05; while there is no significant difference between genders on these styles with a value of p＞.05; There is no appealing evidence that an effective predictive analysis has been reached through the investigation of the gifted junior high school student's learning style to the efficiency of his or in independent study. The value is p＞.05. There are no significant differences that can relate the efficiency of independent study to the five variables: the gifted student's gender, whether he or she was also gifted in he elementary school, whether he or she had experience working on independent study, intelligence test, achievements. The value is p＞.05; The gifted student's efficiency on independent study has been influenced by his or in parents, with a higher efficiency when one of the parents have received higher education.

1. Adams, J.F.L.(1983).The effect of the satisfaction of learning style preference an ach., attitude.Dissertation Abstracts, Int.,44(2),365.
2. Christine, A.D.(2002).University of Nebraska-Lincoln.
3. Clark, B.(1992).Growing up gifted.New York:Merrill.
4. Dunn, R.,Dunn, K.(1978).Teaching students through their individual learning styles.Reston, VA:Reston.
5. Dunn, R.,Dunn, K.(1979).Learning styles/teaching styles: Should they. Can they. Be Matched.Educational Leadership,36(4),238-244.
6. Edlind, E.,Haensly, P.(1985).Gifted child quarterly.
7. Jackson, C.E.(1983).Meeting student needs in conventional and alternative high school environments: An analysis of students` perceptions and attitudes toward schooling.Dissertation Abstracts International,44(4),973.
8. Maker, C.,Nielson, A.(1995).Teaching models in education of the gifted.Austin, TX:Pro-ED.
9. Mansfield, R.S.,Busse, T.V.(1981).The psychology of creativity and discovery.Chicago:Nelson-Hall.
10. Marie, F.D.(2002).The relationship between training in learning style adaptation and successful completion of entry-level community college classesThe relationship between training in learning style adaptation and successful completion of entry-level community college classes,未出版
11. Mehdikhani, N.(1983).The relative effects of teacher teaching style, teacher learning style, and student learning style, upon student acad. ach.Dissertation Abstracts Int.,44(2),374.
12. Melton, C.C.(2002).Auburn University.
13. Patrick, S.R.(2002).Texas A&M University.
14. Policies for the development of written individualized education programs(1977).Exceptional Children,43,554-555.
15. Renzulli, J.S.,Reis, S.M.(1997).The school wide enrichment model: A how-to guide for educational excellence.Mansfield Center, CT:Creative Learning Press.
16. Renzulli, J.S.,Rizaa, M.G.,Smith, K.H.(2002).Learning styles inventory.Mansfield Center, CT:Creative Learning Press.
17. Ristow, R.S.,Edebrun, C.E.,Ristow, G.L.(1985).Learning Preferences: A comparison of gifted and above-average middle grades students in small schools.Roeper Review,8(2),119-124.
18. Smith, L.H.,Renzulli, J.S.(1984).Learning style preferences: A practical approach for classroom teachers.Theory into Practice,23(1),44-50.
19. Sternberg, R.J.(1994).Allowing for thinking styles.Educational Leadership,52(3),36-37.
20. Stewart, E.D.(1979).The University of Connecticut, Storrs.
21. Swicord, B.(1988).Maximizing the relationship between and independent study in an urban gifted program.Roeper Review,11(1),31-32.
22. Tappenden, V.J.(1983).Analysis of the learning styles of vocational education and nonvocational education students in eleventh and twelfth grades from rural, urban, and suburban locations in Ohio, Doctoral dissertation, Kent state University.Dissertation Abstracts Int.,44,1326.
23. Torrance, E.P.(1984).Mentor relationships.Buffalo, New York:
24. Traci, B.(2002).West Virginia University.
25. Tucker, D.F.(1983).A study of preferred learning styles of selected eight-grade students.Dissertation Abstracts Int.,44(4),980.
26. Wasson, F.R.(1980).Florida State University.
27. Wertheimer, M.(1979).A brief history of psychology, revised.New York:Holt, Rinehart Winston.
28. Yzaguirre, S.A.(2002).University of South Alabama.
29. 王雅伶(2003)。碩士論文(碩士論文)。彰化師範大學科學教育研究所碩士論文。
30. 吳天方(1997)。我國師範大學工業教育學生學習風格之相關研究。教育研究資訊，5，114-132。
31. 吳玉明(1997)。碩士論文(碩士論文)。國立新竹師範學院國民教育研究所碩士論文。
32. 吳百薰(1998)。碩士論文(碩士論文)。國立台中師範學院國民教育研究所碩士論文。
33. 吳武典、蔡崇建(1986)。國中資優學生的認知方式與學習方式之探討。特殊教育研究學刊，2，219-230。
34. 李秀蘭(2002)。三合充實模式對國小資優生獨立研究學習方案成效之研究。九十學年度教育部獎助特殊教育研究著作學術研究組。
35. 李秀蘭(2001)。碩士論文(碩士論文)。國立花蓮師範學院國民教育研究所特殊教育教學碩士論文。
36. 李偉俊(1997)。碩士論文(碩士論文)。國立高雄師範大學特殊教育學系碩士論文。
37. 李偉俊(1996)。未來資優教育的新指標－獨立研究方案(ISP)。國教之聲，30(1)，18-29。
38. 李偉俊(2000)。國中分散式資優班獨立研究方案之質的研究。第五屆特殊教育「課程與教學」學術研討會論文集
39. 卓輝泰(2002)。碩士論文(碩士論文)。國立中正大學資訊工程研究所碩士論文。
40. 周玉霜(2001)。碩士論文(碩士論文)。國立中山大學教育研究所碩士論文。
41. 林生傳(1985)。國中學生學習式態之相關因素及其與學校教育態度、學業成就的關係。國立高雄師範學院教育學系及教育研究所教育學刊，6，41-94。
42. 林志忠(1999)。教育部八十七學年度獎助特殊教育研究著作入選作品輯。台北市立師範學院。
43. 林鳳春(2002)。碩士論文(碩士論文)。台北市立師範學院科學教育研究所碩士論文。
44. 侯雅齡(1994)。促進教學成效的新教學策略－了解學生的學習式態並予以設計相合的教學活動。國教新知，103，69-76。
45. 姜嘉瑤(2000)。碩士論文(碩士論文)。國立新竹師範學院國民教育研究所碩士論文。
46. 高博銓(1999)。透視獨立研究課程。資優教育季刊，70，16-19。
47. 高翠霞、蔡崇建(1999)。學習風格與教學設計。教育資料與研究，29，46-49。
48. 張芝萱(1995)。碩士論文(碩士論文)。國立新竹師範學院初等教育研究所碩士論文。
49. 張春興(1996)。教育心理學：三化取向的理論與實踐。台北:東華。
50. 梁怡萱、李佩蓁、謝易芬、洪芷吟、方心怡、顧維信(2002)。台北市國民中學語文資優班「獨立研究」實施現況。資優教育季刊，82，25-32。
51. 許秋瑾(2003)。碩士論文(碩士論文)。台南師範學院教師在職進修資訊學位班碩士論文。
52. 郭政雄(1992)。談資優兒童獨立研究能力之培養。資優教育季刊，43，22-25。
53. 郭重吉(1987)。英美各國晚近對學生學習風格之研究。資優教育季刊，22，2-8。
54. 郭靜姿(1993)。如何指導資優生進行獨立研究。資優教育季刊，48，5-15。
55. 陳育民(2003)。碩士論文(碩士論文)。國立中正大學資訊管理學系碩士論文。
56. 陳育君(2002)。碩士論文(碩士論文)。國立台東師範學院教育研究所碩士論文。
57. 陳嘉成、朱惠芳(1998)。指導兒童科學專題研究的教學。研習資訊，15(3)，35-39。
58. 游政男(2001)。碩士論文(碩士論文)。國立東華大學教育研究所碩士論文。
59. 鈕文英(2003)。如何撰寫學術論文。國立高雄師範大學質的研究法上課講義。
60. 黃玉枝(1993)。國中資優學生與普通學生學習風格及學校適應之比較研究。特殊教育研究學刊，9，249-276。
61. 黃玉枝(1991)。碩士論文(碩士論文)。國立台灣師範大學特殊教育研究所碩士論文。
62. 黃玟瑜(2003)。碩士論文(碩士論文)。國立台北師範學院國民教育研究所碩士論文。
63. 黃昱晴、林家瑜、周翊圓、郭奕龍、黃秀婷、黃富雄(2001)。台北市國民中學數理資優班「獨立研究」實施現況。資優教育季刊，79，18-25。
64. 黃啟淵(1992)。中華民國第八屆科學教育學術研討會論文。
65. 楊坤堂(1996)。學習風格教學。特教園丁，12(2)，5-8。
66. 楊愛玲(1989)。獨立研究實務經驗談。資優教育季刊，31，39-42。
67. 楊曉白(1988)。如何指導資優生從事獨立研究。資優教育季刊，28，41-43。
68. 廖啟男(2002)。碩士論文(碩士論文)。國立台中師範學院自然科學教育學系碩士論文。
69. 劉秋燕(1993)。資優生獨立研究的理念與做法。資優教育季刊，47，10-12。
70. 劉惠佳(2003)。碩士論文(碩士論文)。國立嘉義大學特殊教育學系碩士班碩士論文。
71. 潘裕豐(2000)。博士論文(博士論文)。國立彰化師範大學特殊教育系博士論文。
72. 蔡典謨(1994)。教育部教育研究委員會專題研究計畫教育部教育研究委員會專題研究計畫,未出版
73. 蔡典謨譯(2001)。濃縮課程：調整能力優異學生一般課程的全盤指引。台北:心理。
74. 蔡崇建(1988)。獨立研究之後－如何指導資優學生展現研究成果。資優教育季刊，29，25-30。
75. 鄭美玲(1986)。碩士論文(碩士論文)。國立台灣教育學院特殊教育研究所碩士論文。
76. 閰惠英(1993)。國小資優學生學習方式之研究。資優教育季刊，46，9-14。
77. 謝建全(2002)。資優教育獨立研究課程實施成效之評估－以國小資優班為例。國立台東師範學院九十一年度特殊教育學術研討會論文集
78. 鍾培齊(2003)。碩士論文(碩士論文)。國立嘉義大學國民教育研究所碩士論文。
79. 鍾聖校(1989)。資優教育季刊。
80. 簡紅珠(1992)。學習型態與教學型態－研究發現與應用。國教世紀，27(4)，28-32。

1. 蔡典謨、柯麗卿(2007)。高雄市國小資優資源班獨立研究教學之調查研究。資優教育研究，7(1)，1-27。
2. 柯麗卿(2007)。國中資優班指導獨立研究教師面臨的困境與需求之研究。特教論壇，2，1-13。
3. 林沛穎(2005)。國小資優學生學習策略、認知風格與獨立研究能力相關性之研究。資優教育研究，5(2)，107-136。
4. (2005)。獨立研究的教學與評量。資優教育，94，22-28。
5. (2006)。學習風格與體育學習成就之關係研究。運動健康與休閒學刊，4，58-67。
6. (2007)。影響資優生獨立研究方案成效因素之初探。資優教育，104，28-36。
7. (2008)。普通班級資優化教學策略應用成效之研究。資優教育，107，8-14。
8. (2009)。影響中學生科學素養差異之探討：以臺灣、日本、南韓和香港在PISA2006資料為例。教育研究與發展期刊，5(4)，77-107。