師大學報

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/169

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    An Examination of Theories of Aesthetic Development with Implication for Future Research
    (國立臺灣師範大學研究發展處, 1997-10-??) 陳瓊花; Jo Chiung-Hua Chen
    審美能力的發展，與個人在思考、及回應美感物體的能力方面之逐漸成長有關。這種能力的表現，為知覺與認知的心智活動，不同於創作一件作品的能力，但是，創作的經驗是有助於審美能力的提昇。事實上，這兩種能力的發展，交織著個人全面的藝術成長。本文檢視自1937至1995年間所發表的30件相關之研究發現，審美發展之理論與研究，大體上可歸納為兩類：一類為探討審美能力中某些特定要素的發展結構；另一類為探討整體性審美能力階段發展的結構。這些研究指出審美能力普遍性的概要，從初學者到專家，審美的能力從粗淺、大略而至於廣博、深入。審美的經驗有待拓展，審美的技巧與觀念必需加以訓練。從發展的整體現象而言，審美的能力具有漸趨成長的普遍性存在，但就個人本身的發展而言，隨著個人所處環境、教育、文化等因素的影響，而有各種不同的成長情況。目前的理論與研究，反應出西方文化教育的結果。審美的能力因為文化的差異會是如何的發展，實有待未來予以探討。此外，在審美的能力方面，除了審美的判斷之外，有關審美的觀念，美術史的知識，或是個人的藝術經驗等的發展情形，均值得作深入的瞭解。
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    國中生認知/意動成份與學習表現之相關研究
    (國立臺灣師範大學研究發展處, 2000-04-??) 程炳林
    本研究的目的如下：（1）瞭解四個認知成份變項與四個意動成份變項之關係。（2）探討八個認知╱意動成份變項對國中學習表現的預測力。（3）探討認知╱意動成份是否能將受試者區分成明顯的集群。　　受試者來自八所國中共687人，他們接受閱讀理解測驗（丙式）、策略覺察量表，學習策略量表、情意反應量表、學習動機量表、行動導向量表、行動控制策略量表之施測。研究發現如下：（1）認知成份四個變項與意動成份四個變項彼此可以互相解釋大約56％左右的變異量。意動成份對訊息處理策略和後設認知策略的解釋力比較高，認知成份對學習動機和行動控制策略的解釋力比較高。（2）認知╱意動成份八個變項可以聯合解釋國中生學習表現總變異量的54％，其中內容知識是學習表現最有力的預測變項。（3）認知╱意動成份四個因素可以將全體受試者區分成三個特性明顯的集群。
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    體育科學中的認知學習對技能學習的影響
    (國立臺灣師範大學研究發展處, 1981-06-??) 黃國義
    The study was conducted during the First Term of 1981. Subjects were 80 male students at the Ho-ping Junior High School, Taipei. According to their Pre-class test results, they were divided homogeneously into 4 groups. Each group received 3 weeks "Basketball Set-Shot" instruction. The teaching methods were:group I: Students were given instructions, demonstration and clue of feed-back.groupII: Students were given instructions, demonstration, However with no clue of feedback. groupIII:Students were given instructions, however with no demonstraction and clue of feedback.grpupIV:Nothing of above mentioned were given.The Purpose of the present research was to investigate:1. The variance from results of teaching Physical Education between cognitive learning and non-cognitive learning.2. The variance among the various Physical Education teaching methods.3. The variance from pre-class test to post-class test of 4 kind of Physical Education Teaching methods.The data were subjected to Analysis of Variance and Posterion Comparisons Newman-Keuls Method. Along with a detailed analysis and discussion, the study drew the following conclusions.1. Teaching Physical education with cognitive learning was signifi-cantly superior to non-cognitive learning (p<.01).2. Teaching Method I was significently superior to Teaching. Method II (p<.01)and superior to Teaching Method III(p<.05)3. Teaching Method II was superior to Teaching Method IV(p<-05)4. Although each teaching method has its strength and weakness, Yet by companing the results of Pre-class test and Post-class test it is found each teaching method have considerable im-porvement(p<.01).