本研究旨在探討應用自我調整學習策略和混成學習在國小社會領域教學的 社會領域學習成效和自我調整學習之影響。採準實驗研究設計，以臺東縣某國 小五年級兩班共34 位學生為研究對象，一班為對照組實施傳統講述法、一班為 實驗組採實驗教學。兩組學生均接受社會領域學習成效評量、自我調整學習量 表前、後測；實驗組學生於教學結束後接受訪談。研究發現：實驗組學生的社 會領域學習成效於教學前、後有顯著進步；其自我調整學習「整體」與「策略 達標」均顯著優於控制組學生；實驗組學生對實驗教學持正向的態度，在學習 中展現更多的自我調整學習。

This study explored the effects of self-regulated learning strategies and blended learning on achievement and self-regulated learning outcomes among fifth-grade students enrolled in a social studies course. A quasi-experimental pretest–posttest study design was employed, involving a total of 34 students were recruited. A social studies learning test and a self-regulated learning scale were administered. The experimental group participated in a total of 360 minutes of instruction that incorporated self-regulated learning strategies and blended learning approaches. Preand post-tests were conducted using a social studies learning assessment and a self-regulated learning scale . After the instructional period, all students in the experimental group were interviewed using a semi-structured interviews to gain further insights. The control group received traditional lecture-based instruction in social studies. Data were analyzed using ANCOVA and paired t-tests. Results showed significant improvements in the experimental group’s social studies achievement.

自我調整學習、自我調整學習策略、國小社會領域、混成學習

blended learning, self-regulated learning, self-regulated learning strategies, social studies learning