中 文 摘 要

本研究旨在統整目標導向理論與英語學習歷程模式，提出一個「目標導向影響國小英語學習歷程模式」，並加以驗證以解釋實際觀察的資料。其次，本研究分析能激發學習動機的精熟趨向課室目標結構之面向，並將它與國小學生所知覺到的課室目標結構加以比較，以釐清持不同目標導向學生在此課室目標結構下表現出不同學習行為的歷程。
基於上述研究目的，本研究分為研究一與研究二。研究一以820名國小學生為研究對象，來驗證本研究所提出的「目標導向影響國小英語學習歷程模式」與觀察資料的適配度。研究工具包含課室目標結構量表、個人目標導向量表、學習動機量表、動機調整策略量表、與學習策略量表。經模式考驗後結果發現，本研究所建構之「目標導向影響國小英語學習歷程模式」在基本適配度、整體適配度、與內在適配度方面符合大多數的適配度指標，因此，該模式應可以用來解釋實際觀察資料的情形。
研究二主要目的則是在探討教師塑造精熟趨向課室目標結構的面向與內涵，以及學生在精熟趨向目標的課室中所知覺到的學習焦點與其學習歷程。為達到研究目的，本研究二採用質性研究法，並試圖以實際觀察與訪談資料來解釋這些複雜的現象。研究二的觀察對象包括三位具代表性的國小英語教師與其任教班級，並從中挑選出20位學生進行深度訪談。其研究結果發現：

一、教師塑造精熟趨向課室目標結構包含七大面向，分別為認可、權威、社交、作業、評量、求助與訊息。
二、持精熟逃避、表現趨向、與表現逃避三種目標導向的學生，他們所知覺的精熟趨向課室結構與教師所欲營造的課室氣氛有所差異。
三、不同個人目標導向學生在精熟趨向課室中的學習歷程有差異，以持精熟趨向目標的學生有最佳的學習行為，而持表現逃避目標的學生能產生改善的學習行為。
最後，本研究將根據研究一與研究二的結果加以討論，並提出教學實務上的建議。

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