题名 |
體驗活動歷程之微小發生研究:以國中生的課堂體驗為例 |
并列篇名 |
The Research of Microgenetic Analysis in Experiential Activities:A Case of Junior High School Students’ Classroom Experience |
DOI |
10.6783/JAAEE.201612_(10).0006 |
作者 |
劉恬妏;蔡居澤 |
关键词 |
體驗活動 ; 學習歷程 ; 微小發生分析 ; Experiential Activities ; Learning Process ; Microgenetic Analysis |
期刊名称 |
體驗教育學報 |
卷期/出版年月 |
10期(2016 / 12 / 31) |
页次 |
106 - 121 |
内容语文 |
繁體中文 |
中文摘要 |
本研究旨在探討個體在體驗活動的學習歷程,試圖瞭解個體在體驗學習的歷程中,經驗是如何被導引與發現,以及經驗又是在何時、如何類化與產生學習遷移的歷程,進而提出研究結論與建議。本研究以方便取樣選取研究者授課班級學生為對象,以微小發生分析學(Microgenetic Analysis)進行高密度及反覆的觀察,並以潛在專家、聰明小孩、我不知道及狀況外等四種學習類型的學生進行資料分析。研究結果發現:學習活動中學生對於訊息理解與起點行為不一,轉化時間點也不同;給予適當且足夠的訊息將有助於學生對於訊息感知,進而促進轉化;學生的學習表現,除受自我經驗理解的影響外,亦受內在詮釋、學習行為表現決策的影響;團隊成員具有促進及協助轉化的角色;引導員應注意微小細微事件及觀點轉化脈動,以充分掌握學生經驗學習之轉化。 |
英文摘要 |
I discussed individual’s learning process in experiential activities, and tried to understand that how to guide and find out each individual’s experience, furthermore, to understand when and how we generalize and produce the learning transferring through experience. The sample of the research were from my class which selected by purposive sampling. I observed them through microgenetic analysis high repeatedly. The data were analyzed by 4 learning type: "positive expert", "brilliant children", "I have no idea" and "out of situation". According to my research, the students have different information understanding, entering behavior and transformation timing in learning activities. If we provided appropriate and enough information, it will be helpful for students on perception of information and transformation. The students’ learning performance is affected by not only self-experience understanding, but also by intrinsic interpretation and decision making of learning behavior. The staffs are important roles for promoting and helping students’ transformation. The guiders have to pay attention to microgenetic analysis and perspective transformation thus fully manage students’ transformation of learning experience. |
主题分类 |
社會科學 >
教育學 |
参考文献 |
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被引用次数 |