An Action Study of Promoting Elementary School Newcomers’ Competency of Autonomous Learning on Classroom Discipline

• Main Authors: wu,na-huey, 吳娜慧
• Other Authors: 張煌熙
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/61709780809709368550

碩士 === 臺北市立大學 === 學習媒材與設計學系課程與教學碩士學位在職進修專班 === 102 === This study aims to integrate “Self-Regulatory Cycle” into the instruction of classroom discipline for promoting elementary school first graders’ competency of autonomous learning. Based on Zimmerman’s “Self-Regulatory Cycle”, the study is divided into three periods for developing and implementing the instruction totaling fifteen weeks. Considering the first graders’ limited literacy, the items of classroom discipline are transformed into picture cards by the researcher while planning. The terms used in the four stages (levels) of “Self-Regulatory Cycle” are also simplified to facilitate students’ learning. The findings of the study are as follows: First, while applying the model of “Self-Regulatory Cycle” to first graders’ discipline learning, the ways of teaching need to be adjusted, depending on students’ mental and physical development. Second, first graders’ competency of ‘perceiving’ and ‘acting’ can be promoted by autonomous learning of discipline. As for improving the competency of ‘planning’ and ‘reflecting’, the students need more scaffolding from the teacher. Third, autonomous learning of discipline may be supplemented with ‘individual contracts’, to make it more effective.