本研究旨在探討使用行動學習模式，運用網路教學平臺─「學習吧」在高職音樂課融入自我調整學習策略之影響及接受行動教學模式的實驗組，在行動學習科技態度是否有正向的顯著影響效果。研究以台中市某私立高中兩班職業類科學生共106位為研究對象，一班為實驗組，另一班為對照組，進行八週的準實驗設計。兩組學生接受「自我調整學習策略量表」之前測，實驗組再加上「行動學習科技態度量表」之前測，然後分別進行不同的教學法。實驗教學結束後，兩組學生進行後測，實驗教學三週後兩組學生再接受延宕測驗。資料分析採單因子共變數分析及相依樣本t檢定分析。本研究結果如下：
一、接受行動教學模式的實驗組，在「自我調整學習策略」之「動機」、「認知 」、「行為」及「環境」的立即效果顯著優於對照組。
二、接受行動教學模式的實驗組，在「自我調整學習策略」之「動機」、「認知」、「行為」及「環境」的保留效果顯著優於對照組。
三、接受行動教學模式的實驗組，在「行動學習科技態度量表」之「情感」、「行動」有顯著差異。 The purpose of this study was to investigate the effect on mobile learning model and Learning Mode - the networking teaching platform, integrated with self-regulated learning strategy in the music classes of vocational high school and to find out whether there will be significant effects on the experimental group’s attitude toward mobile learning technology. The study adopted a quasi-experiment design with pretest, posttest and follow-up test. One hundred and six tenth-grade vocational high school's students from two classes in Taichung City participated in this study. One class was randomly assigned as the experimental group, and the other as the control group. The students in the experimental group received pretest for “Self-regulated Learning Strategy Inventory” and “Scale of Attitude toward Mobile Learning Technology”, while the control group received pretest for “self-regulated learning strategy inventory” only. During the eight-week experiment, the students in the experimental group received mobile learning model instruction, whereas the students in the control group received regular instruction without mobile learning model. A post-test evaluation was administered directly at the end of the instruction. Three weeks after the experiment, follow-up test was applied again. The results of the study were as followed:
1.The experimental group had significant differences on motivation, cognition, behavior and environment aspects of self-regulated learning strategy than the control group on post-test.
2.The experimental group also had significant differences on motivation, cognition, behavior and environment aspects of self-regulated learning strategy than the control group on follow-up test.
3.Afetr the experiment, the experimental group’s had significant diffrerences on emotion and action aspects of attitude toward mobile learning technology on post-test.
