思考風格對情境錨點與學習策略之影響

Abstract

一套網路式學習系統可以同時提供不同的學習者運用不同的學習策略與不同的操作進度來進行個別的學習。由於學習者的個人特質不同，往往有不同的學習結果。如果能針對個別差異適當地加以設計教材與引導，或能使學習變成一件充滿趣味與啟發的活動。

本研究的概念參考「錨式教學法」，選擇包含許多認知、情意、技能節點之影片素材，透過網頁程式建置學習系統，給學習者一個生動、視覺化的畫面刺激並幫助學習者理解影片內容。學習者在觀賞影片的過程中擁有主導權，可隨時停止加以註記，而留下「錨點」，不同的錨點提供使用者有意義的認知軌跡，在此分析不同的思考風格學習者可能著重於何種性質之節點，以分析思考風格與著重之認知概念是否相關。

延伸的實驗設計為導引模式，由教師預設幾個認知錨點，觀察學習者觀賞經過錨點註記的影片所產生的不同反應，不同思考風格的學習者對於引導錨點有何不同的觀賞策略。

研究結果顯示: 一、 思考風格與錨點註記行為有顯著相關。 立法得分與註記總數有正相關，行政與司法得分並未有顯著相關。 二、 不同思考風格的學生對於錨點類型各有所鍾。 單高立法學生在『我的心得』、『這裡很有趣』兩項中有顯著偏好；單高行政型的學生偏重於『重點』的尋找定位；單高司法型在各種類型錨點並未見特別偏好。 三、 各種性質錨點的註記行為也因風格不同而有所差異。 研究顯示『我的心得』與『這裡很有趣』註記次數，高立法的學生明顯高於另兩類思考風格學生。 四、 不同思考風格的學生在引導學習模式下對學習策略選擇並無顯著相關。 五、 在引導模式下，高立法與高行政者的註記行為與其風格有相關，高司法者則否。

A Web-based Learning System can offer different learners to use with different operation progress and learning strategies at the same time. Because of the different individual attributes, there would be different results. Learning will be full of interesting and activities inspired if we consider individual differences into the design of teaching material and guide properly. The concepts of this research consult ' Anchored Instruction '. We choose a film which a lot of cognitive, affective and skill anchors included to offer the students a vivid vision stimulates by means of a web-based program system and helps learners to understand the content of the film. Learners have leading right during the process of viewing and admire the film. They can pause the film at any time and make an ' Anchor point '. Different anchor points offer a meaningful cognitive orbit to learners. We want to find out learners of different thinking-style will focus on what kind of anchors, and then to analyze the relationship between thinking styles and cognitive concept. The second experimental design is a guide-mode system. Teacher preserves several cognitive anchor points, observing different responses that the learners view and admire the film remembered through the anchor point note and emerges; we want to observe what kind of learning strategies will be taken by different thinking-style learners.

The result of research shows: 1. The relation between thinking style and the behavior of noting anchor points is obvious. There is positive correlation to legislate score and note amount; but not showing in executive score and judicial score.

2. Students of different thinking-styles are interested in some critical anchor point types. The single high executive students have apparently partiality in ‘My gains’ and ‘It’s interesting’ items. The single high judicial students do not have special partiality.

3. There are differences in noting behavior on variant anchors because of different thinking styles. In ‘My gains’ and ‘It’s interesting’ items, The single high legislate students make more notes than single high judicial and executive students。

4. The relation between thinking style and learning strategy is independent in a guide-mode learning system.

5. In a guide-mode system, it is relevant to the noting behavior and thinking styles in high legislate and high executive students; but the high judicial students deny.