| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 100 === The purposes of this study are to explore the effect of Chinese self-regulated
teaching on Self-regulated learning strategies, Chinese Learning achievement and
learning Motivation. The study also investigated views toward teaching materials,
teaching methods and self-capacity promoting of students after accepting
Chinese self-regulated teaching.
The study took 56 first grade students at A junior high school in Yilan
County as study objects and divided into the experimental and control groups.
Quasi-Experimental Designs and nonequivalent pretest-posttest designs are
adopted. Experimental group is for Chinese self-regulated teaching and control
groups are for general teaching.
The course started after the first Monthly exam at the first semester in 2011
and ended with the end of the semester and was set up to 20 units.
Quantitative research is adopted mainly and qualitative research is adopted
secondarily.
Statistical treatment of Independent samples ANCOVA analysis is made
with the data generalized from Chinese self-regulated achievement Scale,
Chinese learning Motivation Scale, school monthly examination papers and
Chinese achievement tests collected by the author.
The following are the main findings of this study.
1. About Chinese self-regulated teaching Strategies, experimental group’s score
is significantly higher than the score of control groups in total score, Repeat
Strategy, Adjustment Strategy, Self-efficacy Strategy, Emotion Regulation
Strategy, Goal setting Strategy, Adaptive Help Strategies and Environmental
Construction Strategy.
2. About Chinese Learning achievement, experimental group’s score is
IV
significantly higher than the score of control groups in all Chinese Learning
Achievement tests.
3. About Chinese learning Motivation, experimental group’s score is
significantly higher than the score of control groups in Sense of the intrinsic
value but not in total score, Self-efficacy and Achievement Motivation.
4. Most students in experimental group support positive and affirmation
attitudes toward Chinese Self-Regulated teaching.
In conclusion, the study analyzed and summarized the experimental group
students’ classroom feedback sheets, learning letters and interviews records for
the reference of Chinese self-regulated teaching execution by other junior high
school teachers in the future.
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