論文摘要
論文名稱︰國中學生認知風格與學習方法對學習判斷英語子句效果之研究
學校所別︰國立中山大學教育研究所
摘要別︰八十八學年度第二學期碩士論文摘要
研究生︰劉炳輝
指導教授︰桂慶中 博士
論文內容︰

本研究旨在探討國中生認知風格(場域獨立/依賴)與學習方法(主動、原則學習法)在學習判斷英語子句效果是否具有交互作用。所探討的重要問題是︰
一、 場域獨立學生與場域依賴學生，對判斷英語子句作業表現之差異。
二、 主動､原則學習方法，對判斷英語子句作業表現之差異。
三、 學生場域獨立性與主動､原則學習法，對判斷英語子句作業表現，其交互關係的問題。
本研究採實驗研究法，以高雄縣大寮國中三年級90名學生為研究對象，以『藏圖測驗』分成場域獨立組/依賴組二組，並依英語子句前測成績採取配對方式。分別各接受二種不同之學習法，每組各為10人。研究工具是『藏圖測驗』『自編that子句之用法測驗』，所得資料以二因子變異數分析，經統計處理得到以下的結果︰
一、 認知風格與學習法在判斷英語子句作業之交互作用，經變異數分析達到顯著差異。場域獨立之學生採取主動學習法，其效果優於場域依賴學生採用主動學習法﹔場域依賴之學生採取原則學習法，其結果優於場域依賴學生採取主動學習法之學生。易言之，場域獨立組適合主動學習法，場域依賴組適合原則學習法。
二、認知風格在判斷英語子句之表現，經變異數分析結果，達到顯著差異。場域獨立學生在學習判斷英語子句表現優於場域依賴學生。
三、主動、原則學習法在判斷英語子句之表現，未達到顯著差異。
最後針對以上的結果加以討論，並對英語子句教學方面提出具體的建議，及進一步研究的參考。

A Study of the Effect of Cognitive Styles Learning Approaches on Identifying English Clause Tasks
Lieu, Pin-huei
Abstract
The main purpose of this study intended to discuss the effect of Field Independent subjects(FIs), Field Dependent subjects (FDs) of junior high school using Discovery, Rule Learning approaches on identifying English clauses task. The questions explored here were:
1.How did FIs and FDs differently perform on identifying English clauses tasks.
2.How did Discovery and Rule learning approaches differently perform on identifying English clauses tasks.
3.How did FIs / FDs and Discovery/Rule learning approaches create interactive effect on identifying English clauses tasks.
The study used experimental research method. The subjects were 90 third grade students of junior high school. According to the scores of Embedded Figures Test students were divided into FI and FD. Then depending on the scores of the prior test on identifying English clauses task, FIs and FDs match with two group to accept Discovery and Rule learning approaches , and each one was composed of 10 students. The instruments was “ Embedded Figures Test” , “self-made that clauses test ,”and the information acquired was dealt with statistical testing through 2*2 ANOVA .The results indicated as followings.
1.An interactive effect of cognitive style and learning approaches were found through ANOVA. FIs using Discovery learning performed better than using Rule learning ,and FDs using Rule learning performed better using Discovery learning .In sum ,FIs appropriately use Discovery learning approach and FDs appropriately use Rule learning approach on identifying English clauses task.
2.Cognitive style lives up significantly different level .FIs performed better than those of FDs.
3.No overall difference were found between Discovery and Rule learning approach.
Finally the study discussed the above results in more detail ,and provided suggestions and references of research concerning teaching of English clauses .

論文題目：國中學生認知風格與學習方法對學習判斷英語子句效果之研究
指導教授: 桂慶中 博士 研究生:劉炳輝
第一章、緒論 1
第一節、 研究動機、背景與目的 1
第二節、 研究問題 7
第三節、 研究假設 7
第四節、 名詞釋義 8 9
第五節、 研究限制 10
第二章、理論文獻探討 11
第一節、英語語法相關研究及子句介紹 11
第二節、認知風格理論介紹 18
第三節、主動學習與原則學習在學習效果的研究 29
第四節、認知風格與學習方面的相關研究 33
第五節、認知風格與語言學習關係及與語言的相關研究 35
第三章、研究方法 43
第一節、 研究對象 43
第二節、 實驗設計 44
第三節、 實驗程序 45
第四節、 研究工具 52
第五節、 資料處理 54



第四章、研究結果之分析與討論 56
第一節、 場域獨立程度與主動學習法在判斷英語子句作業
交互作用之分析 56
第二節、 配對場域獨立程度受試者之分組實驗及場域獨立程度
在判斷英語子句作業表現之分析 58
第三節、 主動、原則學習法在判斷英語子句作業表現之分析 59
第四節、 綜合討論 60
第五章、結論與建議 66
第一節、 結論 66
第二節、 建議 68
參考書目
一、 中文部分 71
二、 西文部分 73
附錄 83
附錄二、英語子句預試題目 84
附錄三、試題題目難度分析 95
附錄四、英語子句上課教材 96
附錄五、英語子句天地型句構 100
附錄六、英語子句測驗---前測 103
附錄七、英語子句測驗---後測 107

圖目錄

圖2-1 子句的天地型句構 17
圖3-1 研究設計圖 44
圖3-2 研究流程圖 54
圖4-1 場域獨立性與主動學習法在判斷英語子句作業
交互作用平均數之趨勢圖 57

表目錄
表2-1 相關研究文獻 41
表3-1 人數分配表 43表3-2 實驗人數配對表 44
表3-3 場域獨立/依賴組分別接受主動原則法
各階段活動安排說明表 45
表3-4 預試試題分配表 46
表3-5 前、後測題目分配表 47
表3-6 兩組的活動設計表 49
表3-7 上課時間表 50
表3-8 各節實驗研究時間分配表 50
表4-1 變異數分析摘要表 57

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