字體大小: 字級放大   字級縮小   預設字形  

詳目顯示

以作者查詢圖書館館藏以作者&題名查詢臺灣博碩士以作者查詢全國書目
研究生中文姓名:林瑜一
研究生英文姓名:Lin, Yu-I
中文論文名稱:臺灣國小教師與腦相容之教學研究
英文論文名稱:Brain-compatible teaching techniques:The Viewpoints of Elementary School Teachers in Taiwan
指導教授姓名:幸曼玲
學位類別:博士
校院名稱:臺北市立教育大學
系所名稱:教育學系博士班
論文出版年:102
畢業學年度:101
語文別:中文
論文頁數:199
中文關鍵詞:與腦相容教學與腦相容學習執行功能訓練
英文關鍵字:Brain-compatible LearningBrain-compatible TeachingExecutive Function Training
相關次數:
  • 推薦推薦:0
  • 點閱點閱:119
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:136
  • 收藏收藏:0
本研究嘗試以與腦相容的教學取徑,進行將有關腦神經科學研究知識應用於教學現場的實徵研究,以探討實驗室的腦研究知識,應用於教學現場的可行性與限制。
本研究採準實驗法,以注意力的執行功能為例,探討教師有相關腦知識、學生接受執行功能訓練活動,與學業成就、執行功能和氣質間的關係。研究採立意取樣,由大台北地區選擇四所小學的二年級學生,每校四班參與實驗,並以教師有、無「注意力執行功能相關腦知識」及學生有、無「注意力執行功能訓練活動」為自變項,以及「學業成就表現」、「執行功能表現」及「兒童氣質表現」為依變項,進行單因子共變數分析與詹森內曼法分析,以探討實驗介入所產生的影響。
研究結果發現:
一、 在「學業成就表現」上:實驗介入在學童的國語成就測驗與數學診斷測驗表現上,皆未產生顯著差異。但由後測(校正後)表現分數比較,單純給予學生訓練而沒有教師腦知識介入的組別,大多呈現比較好的數據。
二、 在「執行功能表現」上:
(一) 在抑制功能與更新功能的部分,實驗介入並未產生顯著差異;
(二) 在轉換功能部分,訓練活動對於前測表現較差的兒童是有效的;但教師知識的介入對於前測表現中上的兒童是有效的。
(三) 在複雜執行功能部份,訓練活動對於前測表現中上兒童是有效的;但教師知識介入對於前測表現很差的兒童是有效的。
三、 在「兒童氣質表現」上:實驗介入在學童的伶俐氣質、負面情緒及主動控制表現上,皆未產生顯著差異。但由後測(校正後)表現分數比較,單純給予學生訓練而沒有教師腦知識介入的組別,大多呈現比較好的數據。
最後,根據文獻探究與研究結論,提出相關建議,俾供教學實務與未來研究之參考。
The knowledge derived from psychology and neurology about how our human brain works in learning has been widely discussed in recent decades. Application of this knowledge to learning and teaching is called brain-compatible learning and teaching, respectively. This research conducts an empirical study about brain-compatible learning and teaching in some elementary schools in Taiwan to explore their feasibility and limitation.
Using the executive function of human brain as an example, this research conducts a series of quasi-experiments to explore three dependent variables, namely, D1: the students’ learning achievement, D2: their executive function performance, and D3: their temperament, in relation to two independent variables, namely, I1: whether their teachers possess brain-based knowledge within 450 minutes of training (I1+) or not (I1-), and whether the students have been trained with executive function related activities in eight weeks (I2+) or not (I2-). Based on purposive sampling, this research selected the 2nd-grade students from four elementary schools in Taipei area, with each school having four classes in the experiments. One way ANCOVA and Johnson-Neyman method were used for the analysis and exploration.
The findings include:
1. Regarding to the students’ learning achievement (D1), there is no statistically significant difference between D1 and I1, as well as D1 and I2. However, D1 seems better for those students with I1- and I2+.
2. Regarding to the performance of the students’ executive function (D2):
i. For the inhibition function and updating function under the executive function, there is no statistically significant difference between the performance of the inhibition function and updating function and I1, as well as I2.
ii. For the shifting function under the executive function, I2+ takes effect for those students with worse pre-test of the shifting function. However, I1+ positively affects the students with better pre-test performance.
iii. For the complex executive function, I2+ takes effect for those students with better pre-test of the complex executive function. However, I1+ positively affects the students with worse pre-test performance.
3. Regarding the students’ temperament (D3), there is no statistically significant difference between D3 and I1, as well as D3 and I2. However, D3 seems better for those students with I1- and I2+.

Suggestions for practical brain-compatible learning and teaching and recommendations for future studies are proposed based on the literature survey and the experiment findings.
目 次
第一章    緒論……………………………………………………1
第一節   研究動機………………………………………………1
第二節   研究目的與待答問題…………………………………5
第三節   名詞釋義………………………………………………5
第四節   研究範圍與限制………………………………………7

第二章    文獻探討………………………………………………9
第一節    與腦相容的學習與教學……………………………9
第二節 注意力執行功能與學習……………………………25
第三節   注意力執行功能相關作業…………………………36
第四節   注意力執行功能訓練實徵研究……………………42

第三章    架構與方法…………………………………………51
第一節    研究架構……………………………………………51
第二節 研究對象……………………………………………53
第三節   研究工具……………………………………………54
第四節   教學實驗介入………………………………………64
第五節   實施程序……………………………………………68
第六節 資料分析……………………………………………70

第四章   結果與分析…………………………………………71
第一節   學業成就表現結果與分析…………………………72
第二節   執行功能表現結果與分析…………………………79
第三節   兒童氣質表現結果與分析…………………………118
 
第五章 綜合討論………………………………………………129
第一節  學業成就表現…………………………………………129
第二節  執行功能表現…………………………………………131
第三節 兒童氣質表現…………………………………………138

第六章   結論與建議……………………………………………141
第一節   結論…………………………………………………142
第二節   建議…………………………………………………146


參考文獻………………………………………………………………151
  中文部份…………………………………………………………151
  英文部份…………………………………………………………151

附錄……………………………………………………………………157
  附錄一……………………………………………………………157
附錄二……………………………………………………………183
附錄三……………………………………………………………199
參考文獻
中文部分
李美芳, & 黃立欣譯. (2008). 發展心理學 : 兒童發展 ( 原作者: Berk, Laura E. ). 台北市: 台灣培生教育出版股份有限公司.
洪碧霞等. (1999)。 國民中小學國語文成就測驗指導手冊:教育部特殊教育工作小組。
洪蘭譯. (2009). 大腦當家 ( 原作者: Medina, John ). 台北市: 遠流.
梁雲霞譯. (2003). 大腦知識與教學 (原作者: Jensen, Eric ). 台北市: 遠流.
梁雲霞譯. (2004). 動腦教與學 -大腦研究在教學實務上的應用 ( 原作者: Wolfe, Patricia ). 台北市: 遠流.

英文部分
Audiffren, M., Tomporowski, P. D., & Zagrodnik, J. (2009). Acute aerobic exercise and information processing: Modulation of executive control in a Random Number Generation task. Acta Psychologica(1), 1-20.
Baddeley, A. D. (1986). Working Memory. New York: Oxford University Press.
Baron, I. S. (2004). Neuropsychological Evaluation of the Child. America: Oxford University Press.
Baumeister, R. F. , & Vohs, K. D. (2004). Handbook of Self-Regulation Research Theory, and Applications. New York London: The Guilford Press.
Brandt, R. (1999). Educators need to know about the human brain. Phi Delta Kappan, 81(3), 235-238.
Bruer, J. T. (1997). Educaiton and the brain: A bridge too far. Educational Researcher, 8, 4-16.
Bruer, J. T. (1999). The Myth of the First Three Years: A New Understanding of Early Brain Development and Lifelong Learning. New York: The Free Press.
Caine, R. N., & Caine, G. (1990). Underrstanding a Brain-Based Approach to Learnung and Teaching. Educational Leadership. 48(2), 66-70.
Caine, R. N., & Caine, G. (1995). Reinventing Schools Through Brain-Based Learning. Educational Leadership, 52(7), 43-47.
Connor, C. M. , Ponitz, C. Cameron, P., Beth, M., Travis, Q., Monet, G. S. & Morrison, F. J. (2010). First graders' literacy and self-regulation gains: The effrct of individualizing student instruction. Journal of School Psychology(48), 433-455.
Cram, H. G., & Germinario, V. (2000). Leading and learning in schools: Brain-based practices. Lanham,MD: The Scarecrow Press.
Diamond, A., & Taylor, C. (1996). Development of an aspect of executive control: Development of the abilities to remember what I said and "do as I Say, not as I do. Developmental Neuropsychology, 29(4), 315-334.
Diamond, Barnett, W. Steven, Thomas, Jessica, & Sarah, Munro. (2007). Preschool program Improves Cognitive Control. Education Forum, 318(30), 1-23.
Diamond, M. C. (2007). What are the Determinants of Children's Academic Successes and Difficulties. Retrieved November 2007, from http://www.newhorizons.org/neuro/diamond_determinants.htm
Fischer, K. W. (2009). Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching. Mind, Brain, and Education, 3(1), 1-16.
Fonagy, P., & Target, M. (2002). Early intervention and the development of self-regulation. Psychoanalytic Quarterly(22), 307-335.
Gardner, H. E. (1993). Frames Of Mind: The Theory Of Multiple Intelligences. New York: Basic Book.
Geake, J. , & Cooper, P. (2003). Cognitive neuroscience: Implications for education? Westminster Studies in Education, 26(1), 7-28.
Gerardi-Caulton, G. (2000). Sensitivity to spatial conflict and the develpment of self-regulation in children 24-36 months of age. Developmental Science(3), 397-404.
Gerstadt, C. L., Hong, Y. J., & Diamond, A. (1994). The relationshup between cognition and action: performance of children 3 1/2 -7 year old on a Stroop-like day-night test. Cognition(53), 129-153.
Greenleaf, R. K. (2003). Motion and Emotion Understanding the essential roles of motion and emotion in brain function brings the promise of education for all closer to reality ProQust Education Journals, 3(9), 14-19.
Guthrie, I. K., Eisenberg, N., & Fabes, R. A. (1997). The relations of regulation and emotionality to children's situational empathy-related responding. Motivation and Emotion(21), 87-108.
Hart, L. A. (1999). Human brain, Human learning. New York: Longman.
Holmboe, K., & Johnson, M. H. (2005). Educating executive attention. Proceeding of the National Academy of Sciences of the United States of America (PNAS), 102(41), 14479-14480.
Jackson, W. G. (2003). The effects of brain-compatible instruction on reading achievement. (Doctor of Philosophy Education), Walden Univerrsity.
Jensen, E. (1998). Introduction to brain-compatible learning. . San Diego,CA: The Brain store.
Jensen, E. (1998). Teaching with the brain in mind. Alexandria:VA: Association for Supervision and Curriculum Development.
Jensen, E. (2008). Principles of Braun-Based Learning Retrieved March 11, 2008, from http://jlcbrain.com/BBLearn/principles.asp
Kochanska, G., Murray, K., & Coy, K. C. (1997). Inhibitory control as a contributor to conscience in childhood: From toddler to early school age. Child Development(68), 263-277.
Lezak, M. (1995). Neuropsychological Assessment. (3rd ed.). New York: Oxford University Press.
Lock, R. H., & Prigge, D. J. (2002). Promote Brain-Based Teaching and Learning . Professional Development Collection Retrieved 2007
Luria, A. (1973). The working brain: An introduction to neuropsychology. UK:Penguin: Harmondsworth.
Mischel, W., & Baker, N. (1972). cognitive appraisals and transformations in delay behavior. Jornal of Personality and Scial Psychology(31), 254-261.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H. , & Howerter, A. (2000). The Unity and Diversity of Executive Functions and Their Contributions to Complex "Frontal Lobe" Tasks: A Latent Variable Analysis. Cognitive Psychology(41), 49-100.
Nigg, J. T. (2000). On inhibition/disinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working inhibition taxonomy. . psychological Bulletin(126), 220-246.
On Purpose Associates. (2004). Brain-based learning. Funderstanding. Retrieved November 2, 2004, from http://www.funderstanding.com/brain_based_learning.cfm
Phillips, J. M. (2005). Cognitive Neuroscience and Brain-Based Learning ERIC Document Reproduction Service Retrieved May 2007
Posner, M. I., & Rothbart, M. K. (1998). Attention, self-regulation and consciousness. The Royal Society, B(353), 1915-1927.
Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Decelopment and Psychopathology(12), 427-441.
Posner, M. I., & Rothbart, M. K. (2005). Influencing brain networks: inplications for education. TRENDS in Cognition Sciences, 9(3), 99-101.
Posner, M. I., & Rothbart, M. K. (2007). Educaiting the Human Brain. Washington, DC: American Psychological Association.
Putnam, S. P., & Rothbart, M. K. (2006). Development of short and very short forms of the children's behavior questionnaire. Journal of personality assessment, 87(1), 103-113.
Rabelo, I. S., Pacanaro, S. V., Rossetti, M. , Sa Lame, I. F. A., Castro, N. R., Guntert, C. M., . . . Lucia, M. C. S. (2010). Color Trails Test: A Brazilian normative sample. Psychology & Neuroscience, 3(1), 93-99. Retrieved September/October, 2012, from http://www.novapdf.com
Ridderinkhof, K. R., Van der Molen, M. W., Band, P. H., & Bashore, T. R. (1997). Sources of interference from irrelevant information: A developmental study. Journal of Experimental Child Psychology(65), 315-341.
Rothbart, M.K., Ahadi, S., Hershey, K. L., & Fisher, P. (2001). Investigation of temperament at three to seven Years: The children's behavior questionnaire Child Development, 72(5), 1934-1408.
Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). Training, maturation,and genetic influences on the development of executive attention. Proceeding of the National Academy of Sciences of the United States of America (PNAS), 102(41), 14931-14936.
Ruff, H. A., & Rothbart, M. K. (1996). Attention in early development: Themes and variations. New York: Oxford University Press.
Senn, T. E., Espy, K. A., & Kaufmann, P. M. (2004). Using path analysis to understand executive function organisation in preschool children. Developmental Neuropsychology, 26, 445-464.
Sousa, D. A. (1998). Learning Manual for how the brain learns. Thousand Oaks,CA: Corwin Press.
St Clair-Thompson , H. L., & Gathercole, S. E. (2006). Executive functions and achievementa in school: Shifting, updating, inhibition, and working memory
Stevens, J., & Goldberg, D. (2001). For the learners' sake. . Tucson:: Zephyr Press.
Stuss, D. T., & Benson, D. F. (1986). The frontal lobes. New York: Raven Press.
The editors of Scinetific American Mind. (2012). Ching a Child's Mind. Scinentific American Mind(Septemmer/October).
The Quarterly Journal of Experimental Psychology, 59(4), 745-759.
Towse, J. N., & Mclachlan, A. (1999). An exploration of random generation among children. British Journal of Develomental psychology(17), 363-380.
Weiss, R. P. (2000). Emotion and Learning. Teaching & Development.
Welsh, M. C., Pennington, B. F., & Croisser, D. B. (1991). A normative-developomental study of executive funtion: a window on prefrontal funtion in children. Developmental Neuropsychology(7), 131-149.
Wickelgren, Lngrid. (2012). The Eucation of Character
Zull, J. E. (2007). What is "The Art of Changing the Brain?". Retrieved November 27, 2007, from http://www.newhorizons.org/neuro/zull.htm
封面
致謝辭
中文摘要
英文摘要
目次圖次表次
第一章
第二章
第三章
第四章
第五章
第六章
參考文獻
附錄
校內電子全文開放日期:2014.08.01
校外電子全文開放日期:2014.08.01
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
* *