The Exploration of Self-Awareness of Vocational High School Students’ Thinking Styles
|關鍵字:||自我覺察;思考風格;鏡中自我;同儕回饋;Self-Awareness;Thinking Styles;Looking-Glass Self;peers’ feedback|
ABSTRACT For the past few decades, many studies have proved that there is a high correlation between thinking styles and learning effects. However, the discussions about the self-awareness of the thinking styles are still very limited. The self-awareness of thinking styles is helpful for learners in deep recognition of self-styles, and it is also the basis of metacognitive study and of proceeding the strategies of self-regulation. As a result, the self-awareness of thinking styles is considered an essential part in the correlative studies. Under the conditions that self-awareness is difficult to be measured and the correlative studies are quite few, this study is based on the theory of Looking-Glass Self. By means of group mutual evaluation and taking the course of programming design of vocational high school students as the experimental material, this study tries to construct a simulated mirror through the effective observation of peers. That is, the correspondence of peers’ feedback is used to inspect the learners’ degree of self-awareness of thinking styles. Besides proving the efficacy of the experimental module in examining the degree of self-awareness, the study also suggests that the degree of the self-awareness of legislative and judicial thinking styles is higher than the executive and they are easily to be observed by others. Through the feedback of peers, the degree of self-awareness of executive ,legislative and judicial thinking styles has been elevated evidently. This study also proves that with the help of using simulated mirror of peers’ feedback, the self-awareness of thinking styles is effectively promoted, and among the three thinking styles, the elevation of executive and legislative thinking styles is the most evident.
|Appears in Collections:||Thesis|
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