隨著個人電腦與高速網路的蓬勃發展和普及化，應用網際網路來進行學習已被視為重要的議題。在過去的研究中指出，反思學習在改善學習成效上扮演著相當重要的角色，因此，如何在網路學習環境上提升學習者的反思層次是很重要的問題。而本研究的研究目的為探討反思教學策略與思考風格之間是否存在著適配關係，並且這兩者的適配關係是如何有效的提升學習者的反思層次。更進一步地，本研究將探討學習者在學習後的反思學習滿意度。實驗共計有223位大學生與研究生自願使用本研究所開發的反思學習系統進行反思學習並完成整個實驗。依據不同的反思教學策略(建構式，引導式，歸納式)與思考風格(立法型，行政型，司法型)，實驗設計共有24種學習情境，學習者將被隨機分配到其中一種學習情境，並依據研究目的再被簡單歸類為適配組或不適配組。此外，學習者的反思內容也由兩位經過良好訓練的專家進行評量。研究結果顯示，反思教學策略與思考風格的確存在著適配關係，並且兩者適配後能有效提升學習者的反思層次。另一方面，研究結果顯示適配組與不適配組對反思學習的滿意度並沒有顯著差異，但是整體學習者對於反思學習的平均滿意度仍然持正面的觀感。更進一步地分析，本研究發現只要學習者有任何一種思考風格符合常模對照表前25%，則採用歸納式反思教學策略的學習者其對反思學習的滿意度顯著高於採用引導式反思教學策略的學習者。

Since personal computers and broadband Internet connections have become more and more prevalent, the application of e-Learning using the Internet is regarded as an important issue. In the literature, reflection plays an important role on improving learning performance. Hence, the issue on how to promote learners’ reflection levels in a web-based learning environment becomes an essential research topic. The purposes of this research were to explore whether there are fits between reflection teaching strategies and thinking styles for better promoting learners’ reflection levels. Further, learners’ satisfactions on reflection learning were also discussed. A total of 223 graduate and undergraduate students, voluntarily participated to use the developed reflection learning system in this research. Twenty four learning situations are presented in the experiment according to the differences of reflection teaching strategies (constructive, guiding, and inductive) and thinking styles (legislative, executive, and judicial). And these learning situations are simplistically classified as fit or non-fit group. Learners were randomly assigned to either fit or non-fit group, and their reflection content was evaluated by two experts who have been well-trained. The results showed that there are fits between reflection teaching strategies and thinking styles for better improving learners’ reflection levels. On the other hand, there is no significant difference on learners’ satisfactions of reflection learning, but learners’ average satisfactions on this kind of reflection learning is positive. Furthermore, this research also finds out that learners with at least one thinking style ranking on top of 25% adopting inductive reflection teaching strategy have higher satisfactions on reflection learning than learners adopting guiding reflection teaching strategy.

論文提要 I
致謝 II
摘要 III
Abstract IV
Contents V
List of Figures VII
List of Tables VIII
Chapter 1 Introduction 1
1.1 Research background and motivation 1
1.2 Research objectives and questions 4
1.3 Research procedure 5
1.4 Framework of thesis 6
Chapter 2 Literature Review 8
2.1 Reflection 8
2.1.1 Definitions of reflection 8
2.1.2 Types of reflection 9
2.1.3 Reflection and metacognition 13
2.2 Theory of mental self-government and Thinking Styles 14
2.3 Thinking styles and reflection teaching strategies 17
2.4 Satisfaction of reflection learning 18
Chapter 3 Research Method 19
3.1 Research framework 19
3.2 The operational definitions of research variables 21
3.3 Research hypotheses 26
Chapter 4 Experimental Design 27
4.1 Research participants 27
4.2 Experimental operation 28
4.3 Experimental procedure 32
4.4 Questionnaire design 41
Chapter 5 Results and Discussion 45
5.1 Descriptive statistic of the experimental subjects 45
5.2 Quantitative results of the research hypotheses 52
5.3 Discussion 68
Chapter 6 Conclusion 74
6.1 Research findings 74
6.2 Research contributions 75
6.3 Research limitations 77
6.4 Future works 78
References 80
Appendix 1 Background questionnaire 87
Appendix 2 Thinking styles inventory questionnaire (Chinese version) 88
Appendix 3 Thinking styles inventory questionnaire (English version) 90
Appendix 4 Satisfaction of reflection learning questionnaire (Chinese version) 92
Appendix 5 Satisfaction of reflection learning questionnaire (English version) 94
Appendix 6 Learning material 97
Appendix 7 Reflection prompts 98
Appendix 8 Supplementary learning material 99
Appendix 9 Coding book 101

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