第五章 結論與建議
第二節 建議
一、在網路的自我調整學習與 Moodle 平台上，建議提供目標導向線索，以促進 學習者的學習動機與自我調整學習行為，進而提升學習成效。
二、由於不同的目標導向線索的自我調整學習表現不同，可依教學目標或教材內 容選擇適當的目標導向線索於網路學習。
三、本研究僅以系統記錄受試者的自我調整行為，未來可輔以量表檢視學生的自 我調整歷程。
四、提供目標導向線索能提升自我調整學習行為與學習成效，而本研究僅將精熟 目標導向與表現目標導向線索分別探討，未來研究可同時將兩種線索適當地 加入同一學習環境，可形成多重目標線索，探究是否能達到更顯著的學習效 果。
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50
的手中收到最優美的語言
f
茶是待客時必備的飲品，因為那是最圓滿的語言。二、《誰都怕失敗，但是……》 爸爸的十六封信 作者：林良 櫻櫻：
我看見你流著眼淚，手裡拿著一張考卷，悄悄走進書房來的時候，我就知道 你有一個科目考壞了。你心裡很難過，特地挑選一個沒人的時間，要我在考卷上
「祕密簽字」。我可以明顯的看出來，你遭遇到失敗的時候，痛苦和悔恨使你沒 法兒忍受。
要是你笑咪咪的，手裡揚著一張考卷，一進書房門就說：「簽字，簽字！」
我就知道你考得很好，成績跟你所預期的完全一樣。這種成功，使你心裡充滿喜 悅，你的快樂也感染了我。
有一次你說：「為什麼我考壞的時候，你的簽名就很呆板，很難看？我考好 的時候，你的簽名就像□□□□，簡直要從紙上跳出來的樣子？」
當然，單單從「心情」上說，成功可以使我們獲得滿足跟快樂，所以成功總 是好的。不過，從另外一個角度看，如果成功是那麼容易獲得，那麼省事省心，
成功就不值什麼了。比方說考試吧，寫錯幾個字也可以拿一百分，少做兩題也可 以拿一百分，完全答錯了題也照樣拿一百分，這樣的「一百分」也就不值什麼了。
失敗雖然使人痛苦，雖然粉碎了一個人的美夢，但是它使人增長智慧和經 驗。失敗好像一位冷靜的專家，它告訴你，什麼地方做錯了，什麼地方應該改進。
最可貴的是，它能告訴你，下次如果你還想做這件事，你應該先準備些什麼，你 應該怎麼進行。
我在年紀很輕的時候，就到福建的一個鄉村小學去教書。那時候小學都要兼 辦民眾班，在夜間教導失學的民眾，教他們讀書認字，學習國民應該有的知識。
我一進那個學校，就被指定兼任民眾班的教師。我因為完全沒有經驗，第一天上 課就遭遇到慘痛的失敗。
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晚上，那些農人都提著燈來上課了。我在班上分發了課本，就教起書來。第 一課的課文只有十個字，我一會兒就教完了，完全不知道往下應該怎麼辦，所以 全部教程只經歷了十五分鐘，我就宣布下課。當時學校的教導主任因為不放心，
第一個晚上也到學校來察看教學的進行，一看到學生都要回去了，急得從辦公室 跳出來，大喊：「別走，我還有話說！」
在學生又紛紛回到教室去的時候，他在許多人面前埋怨我，說了許多很難聽 的話。我當時又羞又急，真想扭頭回家，從此再不教書了。不過，我是一個有信 心的人，我想，應該忍受忍受這些難聽的話，留下來看看他怎麼進行教學。我不 過是缺乏經驗罷了，也許我能做得比他更好。
我忍受，站在教室後面，看他很有條理的解釋、發揮、指導，一下子就明白 他的教學方式，我不但沒有逃避的意思，反而引起試它一試的雄心，回家積極準 備了起來。第二天晚上，我按照我的方式進行教學。學生反應很好，給我很大的 鼓勵。放學以後，教導主任陪我在月光下散步回家。他說：「你年紀很輕，但是 我很佩服你。昨天晚上我說話太過分，是我不好。」我含淚點頭，謝了謝他。
不要怕失敗，失敗是走上完美的臺階。作家、藝術家都是追求完美的，他們 常常踏著失敗前進，獲得成功。
遭遇到失敗，總會先有一陣恐慌跟痛苦。等痛苦過去以後，應該冷靜的去領 略失敗給你的教訓，重新擬定計畫，鼓起勇氣，再來一次。不要太重視成功，成 功不過是老師筆下打的一個勾，表示：沒做錯。我們只能在失敗中學習新東西。
遭遇到失敗，總會先有一陣恐慌跟痛苦。等痛苦過去以後，應該冷靜的去領 略失敗給你的教訓，重新擬定計畫，鼓起勇氣，再來一次。不要太重視成功，成 功不過是老師筆下打的一個勾，表示：沒做錯。我們只能在失敗中學習新東西。