高等教育課外學習核心能力及其評量指標建構研究

The Research on Higher Education Extracurricular Learning Core Competencies and Measuring Indicators

蔡志賢

指導教授 ： 張雪梅

國立臺灣師範大學/教育學院/公民教育與活動領導學系/博士(2012年)

摘要

本研究旨在建構高等教育課外學習核心能力及其評量指標，首先採用文獻分析法，整合分析「高教機構核心能力排序」與「校外機構核心能力排序」兩個面向，獲得核心能力之重要性排序。再透過量化研究，調查26所大專校院教師、學務人員、大學生對於高等教育課外學習核心能力重要性與成功情況的看法，施測樣本為911份發現：
一、大學校院教師、學務人員、大學生對30項與課外學習有關核心能力的重要性看法，六點量表其得分平均值介於4.20至5.56之間，顯示受試者認為具重要性；而對大學生具備程度之看法，其得分平均值介於3.10至4.28之間，顯示受試者認為具備程度偏低。
二、不同背景變項之受試者對30項課外學習核心能力重要性變異數分析中
，在學校類型部分，計有5項有顯著差異；在身分別部分，計有14項有顯著差異；在教師學術背景部份，無顯著差異；在學務人員服務單位部份，計有3項有顯著差異；在學生參加社團與否部份，計有4項有顯著差異。
三、不同背景變項之受試者對30項課外學習有關核心能力大學生具備程度變異數分 析中，在學校類型部分，計有5項有顯著差異；在身分別部分，計有24項有顯著差異；在教師學術背景部份，計有2項有顯著差異；在學務人員服務單位部份，計有14項有顯著差異；在學生參加社團與否部份，計有4項有顯著差異。
經由重視程度－績效水準分析（Importance－Performance Analysis）課外學習核心能力，發現：
一、位於象限A區為「成功學習」之課外學習核心能力項目，計有創新創造能力、正向態度能力、溝通表達能力、規劃執行能力、團隊合作能力、道德判斷能力、人際關係能力7項。
二、位於象限D區為「亟需改善」之課外學習核心能力項目，計有終身學習能力、問題解決能力、獨立作業能力、時間管理能力、情緒管理能力、批判思考能力及國際視野能力7項。
三、優先選取作為本研究課外學習核心能力之共通性項目，為溝通表達能力、創新創造能力、團隊合作能力、終身學習能力、問題解決能力、正向態度能力、人際關係能力、批判思考能力及國際視野能力9項。
針對課外學習核心能力共通性項目9項，編制其評量指標54題，經德懷術（Delphi Technique）專家小組成員對上述54題評量指標提供意見，經過2次重複問卷調查後，本研究所建構課外學習核心能力之評量指標，每項各包含5至6題，共計48題。
本研究成果可提供，一、大學生自我檢核其課外學習成果，導引其自主學習並培養其核心能力；二、讓各大學有所參考，據此再延伸發展符合各校特色的課外學習核心能力及評量指標；三、政府運用此模式，進行全國性的大學生課外學習能力考核比較，以作為提升大學績效的重要依據。其次，可作為各校調整學生發展課程、修正方案及強化輔導的依據，並可以此作為課外學習成果的評量工具，及建立以證據為基礎的評量風氣，改善過去以經驗為主，無法以量化數據證明課外學習成效的困境。

關鍵字

高等教育 ； 課外學習 ； 核心能力 ； 評量指標

並列摘要

The study aims to construct higher education extracurricular learning core competencies and its measuring indicators. Firstly, this study employed document analysis to analyze “the higher education institutions core competencies in order of importance” and “off-campus institutions core competencies in order of importance” for obtaining the importance of core competencies of higher education extracurricular learning. Secondly, by quantitative research, the study investigated teachers, student affairs personnel, and students, from twenty six universities the importance and the success of core competencies of higher education extracurricular learning. The sample size is 911. The results of the study are as follows:
1. For university teachers, student affairs personnel and students views on the importance of thirty core competencies related to extracurricular learning, the average score on a six-point scale is between 4.20 and 5.56. This shows that the subjects consider these core competencies are of importance. For subject views on the degree to which university students have these core competencies, the average score is between 3.10 and 4.28. Therefore, the subjects believe that the degree to which university students have these core competencies tends to be low.
2. According to the analysis of variance on the views of university students and staff with different backgrounds about the importance of the thirty extracurricular learning core competencies, there are 5 significant differences among the university students and staff from different types of schools; there are 14 significant differences among university students and staff with different identity statuses; there is no significant difference among university teachers with different academic backgrounds; there are 3 significant differences among the student affairs personnel in different service units; and there are 4 significant differences between the students who join a student club and the students who do not join a student club.
3. According to the analysis of variance on the views of university students and staff with different backgrounds about the degree to which university students have the thirty extracurricular learning core competencies, there are 5 significant differences among university students and staff from different types of schools; there are 24 significant differences among the university students and staff with different identity statuses; there are 2 significant differences among university teachers with different academic backgrounds; there are 14 significant differences among student affairs personnel in different service units; and there are 4 significant differences between students who join a student organization and students who do not.
According to the Importance – Performance Analysis on extracurricular learning core competencies, the findings are as follows:
1. Located in Quadrant A are the extracurricular learning core competencies that have been successfully learned, including innovative abilities and creativity, positive attitudes and outlooks, communication and expression abilities, planning and implementation abilities, cooperative ability, moral judgment abilities, and interpersonal skills.
2. Located in Quadrant D are the extracurricular learning core competencies that need to be improved, including life-long learning ability, problem solving skills, independent working ability, time management ability, emotional management skills, critical thinking ability, and global views.
3. The general extracurricular learning core competencies that are prioritized to be selected include communication and expression abilities, innovative abilities and creativity, cooperative ability, life-long learning ability, problem solving skills, positive attitudes and outlooks, interpersonal skills, critical thinking ability, and global views.
A total of 54 assessment indicators for the nine general extracurricular learning core competencies were constructed. By the Delphi technique, experts provided their opinions concerning the above 54 assessment indicators. After two repeated questionnaire surveys, the study constructed five to six assessment indicators for each extracurricular learning core competency and therefore there are 48 assessment indicators in total.
What the present study has achieved are as follows:
1. The results of the study can help university students examine their extracurricular learning outcomes, guide their independent learning and develop their core competencies;
2. The results of the study can assist universities with developing characteristic extracurricular learning core competencies of their students and staff and developing assessment indicators;
3. The government can follow this study’s approach to conduct nationwide assessments of university students’ extracurricular learning competencies that can be a basis for improving university performances.
In addition, the results of the study can provide a basis for universities to modulate student development curriculums, modify plans and improve counseling services. The results of the study can also provide a basis of developing assessment tools for extracurricular learning outcomes. This study established an assessment approach based on evidence and improved the difficult situation in the past in which assessments of extracurricular learning outcomes were conducted based on experiences and could not be quantified.

並列關鍵字

higher education ； extracurricular learning ； core competency ； Assessment indicator

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