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首页> 外文会议>International Conference on Research, Implementation, and Education Mathematics and Science >The Effect of a Macromedia Flash-based Guided Inquiry on Students' Critical Thinking Skill and Self-Regulated Learning
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The Effect of a Macromedia Flash-based Guided Inquiry on Students' Critical Thinking Skill and Self-Regulated Learning

机译：基于大分子闪光的指导探究对学生批判性思维技能和自我监管学习的影响

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This study aims to determine the effect of a macromedia flash-based guided inquiry model on students' critical thinking skill and self-regulated learning. This study was a quasiexperiment, with a post-test only group design. The subjects were 96 eleventh-graders of divided into two groups. Fifty students in the experimental group used macromedia flash-based guided inquiry model and 46 students in the control group used direct instruction model. Data collection techniques were a test of critical thinking skill consisting seven essay questions to see students' critical thinking skill and a questionnaire of self-regulated learning consisting 33 statements to see students' self-regulated learning. The data were analyzed using MANOVA. The results showed that students taught with macromedia flash-based guided inquiry model have a statistically difference on their critical thinking skill and self-regulated learning at significance level 0.05 while students taught with direct instruction model showed critical thinking at lower level. In conclusion, a macromedia flash-based guided inquiry model can improve students' critical thinking skill and students' self-regulated learning.
机译：本研究旨在确定大分子闪存的引导探究模型对学生批判性思维技能和自我监管学习的影响。这项研究是一种Quasiexperiment，只有测试后的群体设计。受试者是96年级分为两组的96分级机。在实验组中的五十名学生使用了基于Macromedia Flash的引导查询模型和46名学生在控制组使用直接指令模型。数据收集技术是对批判性思维技能的考验，包括七个论文问题，以了解学生的批判性思维技能以及自我监管学习的问卷，包括33个陈述，以查看学生的自我监管学习。使用Manova分析数据。结果表明，学生与基于Macromedia闪存的引导询问模型引导的学生对他们的批判性思维技能和自我监管学习的统计学意义为0.05，而直接指令模型教授的学生在较低水平上表现出临界思维。总之，基于宏观的引导探究模式可以提高学生的批判性思维技能和学生的自我监管学习。

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