A Case Study in the Elementary Guidance Program：the Effects of Learning Strategies on the Lower Graders’ Attention and Symbolic Representation

• Main Authors: Yan-jun Shen, 沈彥君
• Other Authors: Tsuan-chuan Tseng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/40074445064486592025

碩士 === 國立嘉義大學 === 輔導與諮商學系研究所 === 99 === The aim of this study was to explore the effects of the symbolic representation guidance program on lower graders’ symbolic representation abilities and attention. The program was modified from “ promote motivation and learning strategied guidance program ” by Tsuan-chuan Tseng(2010a). The main study method of this program adopted the Dual Coding Theory (DCT) to present learning strategies, including perceiving learners’ own attention, understanding symbolic meanings and functions, and enhancing intrinsic links with the symbols. Moreover, learners can apply these techniques on subject learning afterward. Two tools were used on this learning program: the observation forms and teachers’ reflection paper, to keep records of learners' symbolic representation and attention changes. Also, this program used a pre-test post-test procedure which includes the Diagnostic Test of Elementary Mandarin Phonetic Symbols Ability (DTEMPSA) and the Multidimensional Attention Test (MAT) to effectively measure the variations of students’ symbolic representation and attention; furthermore, students can understand the changes of their abilities through their own reflections. According to the quantitative and qualitative data analysis, the results as follows: 1. The symbolic representation guidance program had immediate and maintenance effects on the first graders’ symbolic representation abilities. 2. The symbolic representation guidance program had immediate and maintenance effects on the first graders’ attention.