台北市高職早自習之研究

A Study of Morning-self-study Period at the Vocational High Schools in Taipei

何歐威(Ou-Wei Ho)

指導教授 ： 林俊彥

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2006年)

https://doi.org/10.6841/NTUT.2006.00378

摘要

本研究旨在探討台北市高職學校實施早自習活動的目的、現況及困難，並探討台北市高職學生對早自習活動抱持的態度。進而分析學生對早自習活動的態度是否受個人因素、家庭因素、學校因素的影響。期望能提供學校、學生家長作為早自習活動規劃及輔導學生有效學習的參考。
本研究根據文獻探討之結果，向台北市高職學校校長發出問卷，並製作台北市高職學生早自習態度調查問卷，以台北市高職學校及高中職業類科日間部學生為母群體。於96年5月8日寄發正式問卷進行調查。問卷分送24所學校共1010份。至5月31日為止，實際收回有效校長問卷19份；學生問卷981 份，回收率97.1%，剔除無效問卷47份，計有效問卷934份，可用率95.2%。
本研究獲致結論如下：
一、臺北市高職學校校長認為實施早自習活動最主要目的，包括加強師生溝通，有利班級經營以及養成學生勤學的習慣；目前早自習活動宜繼續保留。
二、臺北市二十四所實施早自習的高職學校中，有五成五在上午七點三十分開始實施早自習，通常由班級導師規劃督導，學務處及教務處協助辦理。
三、臺北市高職學校實施早自習活動之困難為如何建立共識，訂定合理的規範，以減少學生遲到、落實早自習秩序要求、提供安寧學習情境。
四、臺北市高職學生對早自習活動抱持的態度偏向同意。態度的認知回應平均數最高，情意反應平均數較低；顯示學生覺得早自習是正確的，但是在情緒上對早自習並非完全滿意。
五、臺北市高職學生中就讀公立學校、工業類科、經常在家吃早餐、通常睡眠八小時以上、有意願就讀四技科大的學生，早自習態度較好。
六、父母親以民主方式管教的臺北市高職學生，早自習態度最好。
七、臺北市高職學生會因早自習活動的內容、早自習是否有教師指導、對學校早自習規劃評價、教師管教方式、同儕態度之不同，而在早自習態度上有所差異。
八、六成台北市高職學生認為老師管教合理、關懷學生，覺得學校早自習安排非常理想或還不錯。
九、台北市高職學生希望早自習可以自己規劃學習內容，願意配合學校早自習規定；不認同早自習是一天當中精神最集中的時段；不喜歡早自習的理由是減少睡眠以及不能吃早餐。

關鍵字

台北市高職 ； 早自習 ； 態度

並列摘要

This research aims at studying the activity goals, the present conditions with difficulties, and the students’ attitudes, pertaining to the morning-self-study period effected at the vocational high schools in Taipei. It further analyzes whether the students’ attitudes are influenced by personal factors, family elements and school forces so as to extend effective references for schools and parents in planning and guidance.
This research is based on questionnaire investigation resulted from
documentary research work. The questionnaire started on May 8, 2007, focusing on the principals and students of 24 vocational high schools in Taipei. Up to May 31, 19 valid copies were returned from the 24 principals concerned, and 981 copies from the 1010 students, of which 47 copies were invalid, creating a 97.1% return rate and a 95.2% validity rate. The conclusions thus gained are as follows:
1. The principals concerned regard the chief activity goals of the morning-self-study period as reinforcing communication between teachers and students, contributing to class management and developing the habit of diligent study. It is necessary that the class exist persistently.
2. 55% of the 24 vocational high schools in Taipei effecting morning-self-study period begin the class at 7:30 A.M. under the guidance and planning by homeroom teacher with the help of the Students Affairs Office and the Academic Affairs Office.
3. The schools concerned are facing the difficulties of how to build up common ideology and set up reasonable requirements so as to help reduce students’ being late for school and to achieve order and a peaceful study environment.
4. The students concerned tend to agree with such a class activity. The average of recognition responses in their attitudes appears the highest while the average of the emotional responses appear lower, both of which reveal that the students consider the class proper but not totally satisfactory in emotional responses.
5. The students who are at public vocational high schools, majoring in
industrial courses, often getting at least 8 hours sleep at night and eating breakfast at home, and willing to proceed to receiving college technology education hold better attitudes towards the class.
6. The students whose parents adopt democratic ways to bring up and teach them hold best attitudes towards the class.
7. The students’ attitudes vary in accordance with the content of the class, the existence of the homeroom teachers’ supervision, their evaluation of the school’s planning for the class, the teacher’s ways of management, and the differences in the attitudes of their class peers.
8. 60% of the students think of their teacher’s management and care in the class as reasonable and view the school’s arranging the class as very ideal or as not bad.
9. The students expect that they themselves can plan and arrange the content of the class and express that they are willing to cooperate with the school requirements. But they do not identify themselves with the concept that the morning-self-study period is the most attentive period of a day. The reasons for their dislike of the class are reducing their sleep time and causing them to fail to eat breakfast.

並列關鍵字

Vocational High Schools in Taipei ； Morning-self-study period ； attitudes

參考文獻

徐諶（民89），改變晨光裡的儀式-早自習廢除後。師友月刊，399，5-8。

呂紹暉（民89a），解讀高中早自習制度的亂碼。師友月刊，399，頁16-19。

李玲惠（民89），班級經營在於晨。師友月刊，399期，12-15。

教師行為對學生學習的影響。頁39-42。

高建民（民91），學校時間運用之研究：以完全中學為例。國立台灣師範大學教育研究所博士論文，未出版，台北。