學習診斷與輔導(2015夏季班)
Teacher: 林清文

2015/07/06 ~ 2015/08/31
17 Hour/6 Week (Course is Time End)

Summary

本課程將介紹學習診斷基礎理論和實務案例,運用理論結合生活化的例子講述學理概念與 案例的實做演練,讓教導者深入了解補救教學與輔導的實際做法。期能協助學校教師和不同場域的教育工作者經由基礎理論和教育實務案例分享,增進學習診斷評估與補救教學的能力,幫助學習者找出學習困難之處,有效引領學生學習。

Course Object

本課程以增進學生有效學習為目標,課業學習是學生重要的生涯課題之一,課業學習成就也是影響學生自我概念和生涯發展的重要因素。有些學生在學習過程中,可能出現課業學習的困擾,課業困擾不僅只是不懂功課,更可能是學習的過程出了問題。因此,一位教導者必需能夠有效評估、診斷學生的學習困難,提供適切的學習策略教導和激勵,以提升學生的學習成就。

Course Teacher Intro

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林清文教授

學歷:

  • 國立彰化師範大學輔導研究所,教育博士
  • 教育部委訓中央大學資訊師資班,結業
  • 國立台灣教育學院輔導研究所,碩士
  • 國立台灣教育學院輔導學系,畢業

現職:

  • 國立彰化師大輔導與諮商學系教授
  • 國立彰化師大師培中心主任

專長領域 :

  • 諮商教育與督導、心理與教育統計、心理評量、學校輔導工作、學習輔導與諮商、生涯輔導與諮商。

Course Schedule

第1週:沒有動力不只是不用功,而是課業困擾!

第2週:學習是學習策略實踐

第3週:快樂學習或學習快樂-學習的動力哪裡來?

第4週:不能忽略的動力-自我調整增能

第5週:回到學生-學習策略綜合評估

第6週:做得到的補救與輔導方案

Course Mode

「學習診斷與輔導」課程授課共六週,每週課程安排都包含學習診斷理論觀念以及補救輔導技巧(約8~12影片),每一段影片都會有一個至兩個概念性測驗。第1~4週每週都有幾個簡單的練習作業,包含自行填答的作業和需要線上互評的作業,以及單元回顧,第4、5週為個案討論,第6週專題報告。每個作業約一個小時可以完成。

Course Grade

  • 課次評量:56%
  • 心得寫作:20%
  • 期末報告:24%

課次評量:

  • 從第1單元到第14單元,每一單元有1個課次評量,佔配分56%(共有12課次評量,每個課次評量,配分4%)

  • 課次評量包括2個測驗題和1個開放式問題。開放式問題,例如「請說明為何學生課業學習困擾的需求未獲得學校教的協助?」。評分標準:測驗題選擇正確項得1分;答開放式問題答案切題即得1分,論述合理得2分)

心得寫作:

  • 從第1 週到第4週,每一週次有1個週次心得寫作,(共有4個週次心得寫作,每一週次心得配分5%),佔配分20%

  • 週次心得寫作為有關本週次單元主題的摘述和反思心得,字數不得超過800字。評分標準:切合單元主題分1,論述結構及格式完整加1分,參考或引述相關文獻加1 分,論述邏輯穩健完整加1分,見解具體可行加1分。

期末報告:

  • 期末個案分析佔配分24%。自行以中學生(國小、國中、高中或高職)學生為範圍,徵求接受作業研究之志願案主;研究主題為案主的學習情形或學習困難及其改善。報告內容包括個案來源與基本資料、個案問題的相關因素、個案學習策略的評量與檢核、對案主課業困擾的評估(理論詮釋與假設)、諮商與輔導計畫和諮商進展與結果。評分標準:資料完整、評估診斷、輔導計畫、執行步驟、實施效果、報告格式共六個面向,各佔4分。

Grade Required


Course grade pass:60Grade Memo:max grade 100 point

Course Ability

Course Suggest

1. 學習輔導的意義─輔導教師對協助學生課業不振的角色功能檢討

  • Otwell, P.S., & Mullis, F.(1997). Academic achievement and counselor accountability. Elementary School Guidance & Counseling, 31(4), 343-348.
  • Scheel, M. J., & Gonzalez, J. (2007). An investigation of a model of academic motivation for school counseling. Professional School Counseling,11(1), PP.

2. 對學業不振學生的認識和理論觀點

  • Turner, J. Thorpe, P., & Mayer, D. (1998). Students’ reports of motivation and negative affect:a theoretical and empirical analysis. Journal of Educational Psychology, 90(4), 758-771.
  • Bleuer, J. C. , &- Walz, G. R.  (2002). New perspectives on counseling underachievers. ERIC Digest. .Greensboro NC.: ERIC Clearinghouse on Counseling and Student Services. (ED470 602)
  • Zimmerman, B.J.(2002). Becoming a self-regulated learner: An overview. Theory into Practice, 42(2), 64-70.
  • Herman, K. C., Lambert, S.F., Reinke, W. M., & Ialongo, N. S.( 2008). Low academic competence in first grade as a risk factor for depressive cognitions and symptoms in middle school. Journal of Counseling Psychology, 55(3), 400–410.
  • Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle level schools, The Elementary School Journal,100(5), 473-490.
  • VanZile-Tamsen, C.(2002). Assessing and promoting self-regulated strategy use. Journal of College Counseling, 5, pp182-186.

3. 研習術和研習策略

  • Gettinger, M., & Seibert, J. K.(2002). Contributions of study skills to academic competence. School Psychology Review, 31(3),pp.
  • Richardson, J. S., Robnolt, V. J., & Rhodes, J. A.(2010). A history of study skills: not hot, but not forgotten. Reading Improvement, 47(2), pp111-123.
  • Simpson, M. L.,& Nist, S. L.(2000). An update on strategic learning: It's more than textbook reading strategies. Journal of Adolescent and Adult Literacy, 43(6), pp.

4. 學業不振學生的綜合評估

5. 學習策略評量工具介述

  • 賴保禎(1995):學習診斷測驗指導手冊。臺北市:心理出版社。
  • 賴保禎(1991):學習態度測驗指導手冊。臺北市:中國行為科學社。
  • Everson, H. T., & Weinstein, C. E., & Laitusis, V. (2000). Strategic learning abilities as a predictor of achievement. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA.).
  • Lynch, D. J. (2008). Confronting challenges: Motivational beliefs and learning strategies in difficult college courses. College Student Journal, 42(2), pp.

6. 課業動機的理論文獻導讀

  • Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goal. Annual Review of Psychology, 53, 109-132.
  • Covington, M. V. (2000). Goal theory, Motivation, and school achievement: an integrative review. Annual Review of Psychology, 51,171-200.
  • Zimmerman,B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology , 25, 82–91,
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
  • 陳志恆、林清文(2008):國中學生自我調整學習策略量表之編製及效度研究。輔導與諮商學報(原彰化師大輔導學報)第30卷,第2期,01-36頁。

7. 研習策略的教學與輔導方案介紹

  • Bleuer, J.C., & Others (1993). Activities for counseling underachievers. Greensboro, NC.: ERIC Clearinghouse on Counseling and Student Services. (ERIC DocumentReproduction Service No. ED 383 944)
  • Bleuer, J. C. (1987). Counseling underachievers: A counselor's guide to helping students improve their academic performance. ERIC Document Reproduction Service No. ED 286 112.
  • Butler, D. L. (1998). The strategic content learning approach to promoting self-segulated learning: A report of three studies. Journal of Educational Psychology, 90(4), pp. 682-697.
  • Brigman, G. A., Webb, L. D.,& Campbell, C.(2007). Building skills for school success: Improving the academic and social competence of students.Professional School Counseling, 10(3), p279-288.
  • Miranda, A., Webb, L., Brigman, G., & Peluso, P. (2007). Student Success Skills: A Promising Program to Close the Academic Achievement Gap for African American and Latino Students. Professional School Counseling, 10(5),  .
  • Lapan, R. T. Kardash, C. M., & Turner, S.(2002). Empowering students to become self-regulated learners. Professional School Counseling, 5(4), p257-255.
  • Cleary, T. J.(2011). Professional Development Needs  and Practices Among Educators and  School Psychologists.  New Directions  For Teaching  And Learning, No. 126.   © Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/tl.446
  • Cleary, T.J., & Zimmerman, B.J. (2004). Self-regulation empowerment program: a school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the School, 41(5), pp537-550.
  • Cleary, T. J., Platten, P., & Nelson, A. (2008). Effectiveness of the self-regulation empowerment program with urban high school students. Journal of Advanced Academics, 20, 70–107.

8.  課業學習諮商議題-諮商計畫和諮商流程

9.  課業學習諮商議題-全校性的服務,建立課業學習諮商形象

  • 羅幼瓊、林清文(2009):以提升課業任務價值為導向之課業學習諮商之當事人任務分析 ―以高中學生學習英文科為例。中華輔導與諮商學報,第25期,81-130頁。臺灣社會科學引文索引(TSSCI)資料庫收錄期刊。
  • 簡伯丞(2008):課業學習諮商中家庭作業指派對案主課業自我效能影響。國立彰化師範大學輔導與諮商學系博士論文。
  • 高鶴珊(2008):再歸因諮商對國中學生課業困擾歸因、可處理視框及學習策略使用之效果研究。國立彰化師大輔導與諮商學系碩士論文。
  • 郭彥餘(2007):隱喻諮商處遇對國中學生課業困擾知覺、自我效能與學業求助態度輔導效果研究。國立彰化師大輔導與諮商學系碩士論文。
  • Addus, A. A., Chen, D., & Khan, A. S.(2007). Academic performance and advisement of university students: A case study.College Student Journal, 41(2), pp.
  • Dimmitt, C.(2003). Transforming school counseling practice through collaboration and the use of data: A study of academic failure in high school.Professional School Counseling, 6(5), pp.
  • Simpson, M. L., Hynd, C. R., Nist, S. L., & Burrell, K. L.(1997). College academic assistance programs and practices. Educational Psychology Review. 9(1), 39-87.