A Case Study of the Influence of Learning Strategies sGuidance Programs on the Elementary Senior Grade Students’ Attention and SymbolicRepresentation Ability

• Main Authors: Ya-ling Wang, 王雅玲
• Other Authors: Tsuan-chuan Tseng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/56030515259897769396

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 designed to explore the influence of symbolic representation guidance program on the elementary senior grade students’ attention and symbolic representation ability.The program was designed with Paivio’s Dual Coding Theory and Keller’s ARCS theory, and promoted elementary senior grade students with low achievement eager to learn . This study was experimental study and the study subjects were senior grade students at national elementary schools in Tainan County .The Naming-speed Test, Multidimensional Attention Test (MAT) were included in the research tool. As for data analysis, teaching observation record sheets, view point of experimental group members , teacher’s feedback were designed to check the influence on the experimental group members. The results were as follows: 1. The symbolic representation guidance program had immediate and maintenance effects on the elementary senior grade students’symbolic representation abilities. 2. The symbolic guidance representation program had immediate and maintenance effects on the elementary senior grade students’ attention. Finally, according to research results, provided certain practical applications and recommendations for future research reference.