大學生課堂筆記策略教學方案之成效

The Effectiveness of an Integrated Lecture Note-taking Intervention Program

10.3966/102887082013035901003

陳品華(Pin-Hwa Chen)

課堂筆記策略 ； 做筆記教學 ； 融入式策略教學 ； lecture note-taking ； note-taking instruction ； integrated strategy instruction

教育研究集刊

59:1期（2013 / 03 / 31）

73 - 112

繁體中文

本研究旨在設計一個融入式課堂筆記策略教學方案，並透過實驗了解方案的成效。實驗採用不等組前測—後測—追蹤後測設計，對象為某大學修習普通心理學的三班學生91人，隨機分派三班為策略教學組、要求做筆記組和控制組，實驗中策略教學組接受本方案，要求做筆記組被要求自行做筆記，控制組未接受策略介入。實驗前後測量三組學生的自我調整學習和學習表現，並蒐集其課堂筆記；實驗後請策略教學組學生填寫教學回饋問卷。資料分析採用共變數分析及次數百分比分析，結果發現：一、策略教學組與要求做筆記組在筆記數量和品質的追蹤後測上優於控制組，且策略教學組的筆記品質優於要求做筆記組。二、策略教學組在能力信念的後測及追蹤後測上均優於要求做筆記組與控制組，而策略教學組與要求做筆記組在認知策略的後測及追蹤後測上均優於控制組。三、策略教學組在學習表現的後測上優於要求做筆記組與控制組，且在追蹤後測上優於控制組。四、接受本方案的學生對課堂筆記策略與教學抱持正向的看法。

The purpose of this study was to examine the effectiveness of an integrated lecture note-taking intervention program. This study adopted a quasi-experimental design with a pretest, posttest, and retention-posttest. Ninety-one undergraduates from three psychology classes were recruited as participants. Each class was randomly assigned to one of three groups: a note-taking instruction group, a note-taking only group, and a control group. During the experiment, students in the note-taking instruction group received the intervention program. Meanwhile, students in the note-taking only group were asked to take lecture notes. Students in the control group received no treatment. Before and after the experiment, students’ lecture notes were collected and their self-regulated learning and learning performance were measured. Additionally, students in the note-taking instruction group filled in the Teaching Feedback Questionnaire after the experiment. Analysis of covariance and frequencies were conducted. The results showed that: (1) the note-taking instruction group and the note-taking only group did better than the control group on the note quantity and quality retention-posttest, and the note-taking instruction group did better than the note-taking only group on note quality; (2) the note-taking instruction group did better than the note-taking only group and the control group on the ability belief posttest and retention-posttest, and the note-taking instruction group and the note-taking only group did better than the control group on the cognitive strategy posttest and retention-posttest; (3) the note-taking instruction group and the note-taking only group did better than the control group on the learning performance posttest, and the note-taking instruction group did better than the control group on the learning performance retention-posttest; (4) students who received the intervention program had a positive attitude toward lecture note-taking and strategy instruction.

1. 劉佩雲(2009)。目標導向與趨向或逃避行為之關係探討。課程與教學，12(3)，213-240。
   連結：
2. Crawford, C. C. (1925). Some experimental studies of the results of college note-taking. Journal of Educational Research, 12, 379-386
3. Muskingum College. (2011). Specific note taking strategies. Retrieved from http://www.muskingum.edu./~cal/database/general/notetaking1.html.
4. Anderson, T. H.,Armbruster, B. B.(1986).The value of taking notes during lectures.Washington, DC:National Institute of Education.
5. Austin, J. L.,Lee, M.,Carr, J. P.(2004).The effects of guided notes on undergraduate students' recording of lecture content.Journal of Instructional Psychology,31(4),314-320.
6. Baker, L.,Lombardi, B. R.(1985).Students' lecture notes and their relation to test performance.Teaching of Psychology,12,28-32.
7. Boekaerts, M.(Ed.),Pintrich, P. R.(Ed.),Zeidner, M.(Ed.)(2000).Handbook of self-regulated learning.San Diego, CA:Academic Press.
8. Bonner, J. M.,Holliday, W. G.(2006).How college science students engage in note-taking strategies.Journal of Research in Science Teaching,43(8),786-818.
9. Bretzing, B. H.,Kulhavy, R. W.(1981).Note-taking and passage style.Journal of Educational Psychology,73(2),242-250.
10. Castello, M.,Monereo, C.(2005).Students' note-taking as a knowledge-construction tool.Educational Studies in Language and Literature,5,265-285.
11. Collingwood, V.,Hughes, D. C.(1978).Effects of three types of university lecture notes on student achievement.Journal of Educational Psychology,70,175-179.
12. Devine, T. G.(1987).Teaching study skills: A guide for teachers.Boston, MA:Allyn and Bacon.
13. Di Vesta, F. J.,Gray, G. S.(1973).Listening and note taking II: Immediate and delayed recall as functions of variations in thematic continuity, note taking, and length of listening-review intervals.Journal of Educational Psychology,64,278-287.
14. Di Vesta, F. J.,Gray, G. S.(1972).Listening and note-taking.Journal of Educational Psychology,63,8-14.
15. Dyson, B. J.(2008).Assessing small-scale interventions in large-scale teaching.Active Learning in Higher Education,9(3),265-282.
16. Einstein, G. O.,Morris, J.,Smith, S.(1985).Note-taking, individual differences, and memory for lecture information.Journal of Educational Psychology,77,522-532.
17. Eisner, S.,Rohde, K.(1959).Note taking during or after the lecture.Journal of Educational Psychology,50,301-304.
18. Henk, W. A.,Stahl, N. A.(1985).A meta-analysis of the effect of notetaking on learning from lectures.National Reading Conference Yearbook,34,70-75.
19. Isaacs, G.(1994).Lecturing practices and note-taking purposes.Studies in Higher Education,19(2),203-216.
20. Kiewra, K. A.(1997).Learning to learn: Making the transition for student to life-long learner.London, UK:Allyn and Bacon.
21. Kiewra, K. A.(1985).Providing the instructor's notes: An Effective addition to student note-taking.Educational Psychologist,20,33-39.
22. Kiewra, K. A.(1989).A review of note-taking: The encoding-storage paradigm and beyond.Educational Psychology Review,1,147-172.
23. Kiewra, K. A.,Benton, S. L.,Kim, S.,Christensen, M.(1995).Effects of note-taking format and study technique on recall and relational performance.Contemporary Educational Psychology,20,172-187.
24. Kobayashi, K.(2005).What limits the encoding effect of note-taking? A meta-analytic examination.Contemporary Educational Psychology,30,242-262.
25. Kobayashi, K.(2006).Combined effects of note-taking/reviewing on learning and the enhancement through interventions: A meta-analytic review.Educational Psychology,26(3),459-477.
26. McDonald, R. J.,Taylor, E. G.(1980).Student note-taking and lecture handouts in veterinary medical education.Journal of Veterinary Medical Education,7,157-161.
27. Morgan, C. H.,Lilley, J. D.,Boreham, N. C.(1988).Learning from lectures: The effect of varying the detail in lecture handouts on note-taking and recall.Applied Cognitive Psychology,2,115-122.
28. Palmatier, R. A.,Bennett, J. M.(1974).Notetaking habits of college students.Journal of Reading,18,215-218.
29. Pauk, W.(1974).How to study in college.Boston, MA:Houghton Mifflin.
30. Pearson, P.,Gallagher, M. C.(1983).The instruction of reading comprehension.Contemporary Educational Psychology,8(3),293-316.
31. Peper, R. J.,Mayer, R. E.(1986).Generative effects of note-taking during science lectures.Journal of Educational Psychology,78,34-38.
32. Peverly, S. T.,Ramaswamy, V.,Brown, C.,Sumowski, J.,Alidoost, M.,Garner, J.(2007).What predicts skill in lecture note taking?.Journal of Educational Psychology,99(1),167-180.
33. Robin, A.,Foxx, R. M.,Martello, J.,Archable, C.(1977).Teaching note-taking skills to underachieving college students.The Journal of Educational Research,71,81-85.
34. Schunk, D. H.(Ed.),Zimmerman, B. J.(Ed.)(1998).Self-regulated learning: From teaching to self-reflective practice.New York, NY:The Guilford Press.
35. Simpson, M. L.,Hynd, C. R.,Nist, S. L.,Burrell, K. I.(1997).College academic assistance programs and practices.Educational Psychology Review,9,39-87.
36. Stahl, N. A.,King, J. R.,Henk, W. A.(1991).Enhancing students' notetaking through training and evaluation.Journal of Reading,34,614-622.
37. Sutherland, P.,Badger, R.,White, G.(2002).How new students take notes at lectures.Journal of Further and Higher Education,26(4),377-388.
38. Van Meter, P.,Yokoi, L.,Pressley, M.(1994).College students' theory of note-taking derived from their perceptions of note-taking.Journal of Educational Psychology,86(3),323-338.
39. Zimmerman, B. J.,Bonner, S.,Kovach, R.(1996).Developing self-regulated learner: Beyond achievement to self-efficacy.Washington, DC:APA.
40. 張新仁(2006)。學習策略的知識管理。教育研究與發展，2(2)，19-42。
41. 陳品華(2004)。融入式介入方案對技職大學生自我調整學習之影響研究。教育與心理研究，27(1)，159-180。
42. 樊素芳、樊琪、陳洁(2007)。大學生課堂筆記策略現狀研究。心理與行為研究，5(1)，70-74。

1. 陳品華,高雪瑩(2014)。引導式筆記教學對提升國小五年級學生社會領域學習表現與學習態度之成效。教育研究與發展期刊，10(4)，79-105。
2. 林菁(2020)。探究式資訊素養融入國中階段課程之追蹤研究。教育資料與圖書館學，57(1)，73-120。
3. 羅正佳(2022)。Guiding Taiwanese University Students to Take Graphic Notes of English Texts。臺北市立大學學報. 教育類，53(2)，43-60。
4. 鄭夢慈,蔡惠如(2020)。評分規準對科學筆記寫作及科學閱讀理解能力的影響。科學教育學刊，28(3)，255-280。
5. (2024)。筆記撰寫結合學生出題策略對國小生社會領域筆記品質與學習成效之研究。教育科學研究期刊，69(2)，173-208。