心理學不同教學方法及課程內容對軍校生心理健康、軍校適應及學習動機之影響: 教學實踐取向研究

本研究旨在探討不同教學方法（學習者中心、講述教學法）及課程內容（正向心理學、普通心理學）對軍校生心理健康、軍校適應及學習動機之影響，以三級預防的初級預防角度來處理軍校生的適應問題與心理健康。本研究預測：就提升軍校生心理健康、軍校適應與學習動機的效果而言，學習者中心將優於講述教學法，正向心理學課程將優於普通心理學，而且，教學方法與課程內容將對心理健康、軍校適應與學習動機產生交互作用，亦即學習者中心搭配正向心理學課程內容時的效果最佳。本研究採2（教學方法-學習者中心/講述教學法）*2（課程內容-正向心理學/普通心理學）準實驗設計，以某軍事院校學生為研究參與者，班級為單位，方便取樣4個班級，接受四種實驗處理，其中以講述教學法搭配普通心理學內容授課的一組可視為控制組，其餘三組可視為實驗組。上述四組皆同時接受每週2小時共10週的教學課程，並接受前測、立即後測與延宕後測（課程結束一個月後），測量工具包括：「主觀幸福感量表（短題本）」、「巔峰幸福量表」、「憂鬱情緒量表」、「軍校生學校適應量表」及「學習動機量表」。除了蒐集量化資料之外，本研究並蒐集焦點團體訪談資料、學生的學習反思日誌以及期中/期末教學調查回饋等質性資料，以便更深入了解實驗處理的優缺點、學生的感受與反應以及教學效果的可能來源等。研究結果發現：一、學習者中心比講述教學法更能夠提升軍校學生的心理健康與學習動機，但兩種方法對軍校適應的影響力相同；二、正向心理學課程比普通心理學課程更能夠提升軍校學生的心理健康，但兩種課程內容對軍校適應或學習動機的影響力相同；三、學習者中心搭配普通心理學課程內容時對心理健康的影響力最大，講述教學法搭配普通心理學課程內容時的影響力最小，但對軍校適應與學習動機的影響力是相同；四、質性資料顯示，軍校壓力會影響學生的學習動機，但學生不論在哪一個實驗組別，擁有下列經驗者都有助於其學習與改變：1.感受教師的愛與包容、2.理解教師的實務經驗、3.掌握同儕互動的契機、4.體驗模擬情境的壓力、5.學會嘗試換位思考、6.嘗試自我情緒調節、7.反思就讀軍校的初衷、8.應用於真實生活。依據上述發現，本研究建議教師以學習者中心教學模式心理學課程，不僅能夠增強學習動機與因應軍校壓力，更能強化軍校學生之心理健康促進，以供相關教育實務工作者與研究人員參考。

關鍵字

學習者中心教學；正向心理學；心理健康；軍校生適應；學習動機

並列摘要

This study aims to explore the impact of different teaching methods (Learner-Centered vs Didactic Teaching) and course content (Positive Psychology vs General Psychology) on the mental health, military school adaptation and learning motivation of military school students. From the perspective of prevention, it deals with the adaptation problems and mental health of military school students. This study predicts that in terms of the effect of improving the mental health of military school students, military school adaptation and learning motivation, the learner-centered will be better than didactic teaching, the positive psychology course will be better than the general psychology, and the teaching method and course content It will interact with mental health, military school adaptation and learning motivation, that is, the learner-centered best with positive psychology course content. This study adopts 2 (teaching learner-centered / didactic teaching) * 2 (course content positive psychology / general psychology) quasi-experimental design, taking students from a military academy as research participants and classes as units, It is convenient to sample 4 classes and accept four kinds of experimental treatments. Among them, a group taught by teaching methods and general psychology content can be regarded as a control group, and the remaining three groups can be regarded as experimental groups. The above four groups all receive a two-week teaching course of 10 weeks at the same time, and accept pre-test, immediate post-test and post-delay post-test (one month after the end of the course). The measuring tools include: "Subjective Well-being Scale (short questions ")", "Peak Happiness Scale", "Melancholic Emotion Scale", "Military School Student Adaptation Scale" and "Learning Motivation Scale". In addition to collecting quantitative data, this research also collects qualitative data such as focus group interview data, student learning reflection logs, and mid-term/final teaching survey feedback, so as to gain a deeper understanding of the advantages and disadvantages of experimental processing, students' feelings and reactions, and teaching Possible sources of effects, etc. The study found:1. The learner-centered is more capable of improving the mental health and learning motivation of military school students than didactic teaching, but the two methods have the same influence on the adaptation of military schools.,2. Positive psychology courses are more capable of improving the mental health of military school students than ordinary psychology courses, but the content of the two courses has the same influence on the adaptation or learning motivation of military schools.,3. The learner-centered has the greatest influence on mental health when matched with general psychology course content, and the didactic teaching has the least influence when combined with general psychology course content, but it has the same influence on military school adaptation and learning motivation.,4. Qualitative data show that the pressure of military schools will affect students’ motivation to learn, but no matter which experimental group the students are in, those with the following experience will help their learning and change: 1. Feel the love and tolerance of teachers, 2. Understand the practical experience of teachers, 3. grasp the opportunities of peer interaction, 4. experience the pressure of simulated situations, 5. learn to try empathy, 6. try self-emotional regulation, 7. reflect on the original intention of studying in military schools, 8. apply to reality life. Based on the above findings, this study suggests that teachers use the learner-centered innovative teaching model psychology courses, which can not only enhance learning motivation and respond to military school pressure, but also strengthen the psychological health promotion of military school students for relevant education practitioners and researchers reference.