教師知識移轉與學生導向設計對學生吸收能力與學習成效影響之研究：以學生先備能力為調節變項

影響學生學習成效的因素眾多，過去研究皆以不同理論歸納出其前置變數，並探討兩者的關聯。本研究基於知識轉換理論，輔以行銷概念，提出兩個重要的前置變數：教師知識移轉與學生導向，以探討結構模式中各因素之間的顯著性。本研究以台灣大專校院學生為研究樣本，並以立意抽樣方式取得統計樣本；為降低地區和學校屬性可能帶來的誤差，致力平衡各群組樣本數。本研究共計收取801份問卷。研究結果顯示，教師的知識移轉對於學生吸收能力及學習成效具有顯著影響；學校的學生導向對於學生吸收能力具有顯著影響；學生先備能力將正向調節教師知識移轉對學生吸收能力的影響力。根據其研究結果和發現，本研究提出相關理論意涵與實務意涵的建議，並指出研究限制給未來研究者參考，以豐富研究議題的延續性。

關鍵字

教師知識移轉；學生導向；吸收能力；學習成效；先備能力

並列摘要

There are many factors influencing the learning outcomes of students, and previous studies all concluded with predetermined variables based on different theories and explored the relevance between these theories and learning outcomes. In this study, two important antecedents, teachers' knowledge transfer and student orientation, were put forward on the basis of the knowledge conversion theory and the marketing concept to explore the significance of various factors within the structural model. Purposive sampling was adopted to select college students in Taiwan as samples. Efforts were made for balancing the sample numbers of various groups in order to reduce possible deviations brought by regions and university features. A total of 801 questionnaires were collected. Results indicate that teachers' knowledge transfer had a significant impact on students' absorptive capacity and learning outcomes; student orientation had a significant impact on students' absorptive capacity; prior knowledge of students had a positive moderating effect on the influence of teachers' knowledge transfer on students' absorptive capacity. Based on the results and findings, this study suggested relevant theoretical and practical implications, presented the limitations of the study, and gave suggestions for future research.

並列關鍵字

teacher's knowledge transfer ； student orientation ； absorptive capacity ； learning outcome ； prior knowledge

參考文獻

何希慧、秦夢群、彭耀平、陳榮政 ( 2017 ) 。〈臺灣與中國大陸學生對教師知識移轉、就業力與主觀幸福感關聯性之研究〉。《教育政策論壇》 , 第 20 卷第 4 期 , 頁 1-32 。 doi: 10.3966/156082982017112004001

Amadieu, F., Tricot, A., & Mariné, C. (2009). Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences. Computers in Human Behavior, 25(2), 381–-388. doi: 10.1016/j.chb.2008.12.017

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Cadiz, D., Sawyer, J. E., & Griffith, T. L. (2009). Developing and validating field measurement scales for absorptive capacity and experienced community of practice. Educational and Psychological Measurement, 69(6), 1035–1058. doi: 10.1177/0013164409344494

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教師知識移轉與學生導向設計對學生吸收能力與學習成效影響之研究：以學生先備能力為調節變項

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