國小中高年級學生自律學習與數學學業成就關係之縱貫性分析 - 政大學術集成

reading and creating multimodal texts, promoting Reading across the Curriculum (RaC) and developing students’ self-directed learning capabilities... “Work as a team to identify the

• to develop a culture of learning to learn through self-evaluation and self-improvement, and to develop a research culture for improving the quality of learning and teaching

本教材設定使用對象為國中數學低成就的學生，考量《補救教學基本學習內 容》 ， 並配合不同學習狀態的學生，發展了兩套教材：「精進教材」適用於百分等 級

自 111 學年度開始，「身心障礙學生升學大專校院甄試數學考科」將依據 108 學年度 實施之「十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校—數學領域」

級別描述及學習成果 - S1至S9級別 學習範圍：自我與個人成長 (P) 級別 S1S2S3S4 S5S6S7S8S9 級別 描述學生認出自己和熟悉群 體，回應日 常需要. 學生了解自

學生的學習。近幾年也積極推動自主學習，努力培養學生的 自評及互評的能力，使學生成為自主學習者 (assessment as learning)

The results revealed that (1) social context, self-perception, school engagement, and academic achievement were antecedents of dropping out; (2) students’ self-factor was a

The academic achievement of math of high-grade elementary school students is significant related to their SES and the self-concept in math, but is non-related to their