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

The Effects of Guided Notes in Enhancing Fifth Graders' Learning Performance and Learning Attitude in Social Studies

10.3966/181665042014121004004

高雪瑩(Hsueh-Ying Kao)；陳品華(Pin-Hwa Chen)

引導式筆記 ； 社會領域 ； 學習表現 ； 學習態度 ； guided notes ； social studies ； learning performance ； learning attitude

教育研究與發展期刊

10卷4期（2014 / 12 / 31）

79 - 105

繁體中文

本研究旨在了解於國小五年級社會領域教學中實施引導式筆記教學，對提升學生學習表現與學習態度之成效。研究採不等組「前測－後測－延宕後測」實驗設計，以高雄市某國小兩班65位五年級學生為對象，隨機分派一班為實驗組，另一班為控制組，進行八週的教學實驗。實驗中實驗組接受引導式筆記教學，控制組接受一般教學；實驗前後收集兩組學生的學習表現與學習態度，實驗後以調查表收集實驗組學生的教學反應。資料分析採單因子共變數分析及次數百分比分析，並對開放性反應作內容分析。結果發現，實驗組學生社會領域的學習表現與學習態度均優於控制組學生，具有立即及延宕的效果。此外，實驗組學生對於引導式筆記教學，普遍持有正向看法。

The purpose of this study was to investigate the effects of guided notes on fifth-graders' learning performance and learning attitude in social studies. The study adopted a quasi-experiment design with pretest, posttest, and delayed posttest. Sixty-five students from two fifth-grade classes of an elementary school in Kaohsiung City were recruited as subjects. One class was randomly assigned as the experimental group, and the other as the control group. During the eight-week experiment, students in the experimental group received instruction with guided notes in social studies, while students in the control group received instruction without guided notes. Before, directly after, and one-month after the experiment, students' learning performance and learning attitude were measured. Additionally, students in the experimental group received a survey for providing teaching feedback after the experiment. Analysis of covariance and frequencies were conducted. The results showed that the experimental group performed better than the control group in the learning performance and learning attitude posttest and delayed posttest. Students in the experimental group had a positive attitude toward the instruction with guided notes.

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