臺北市高職電子科學生實習課程學習困擾與學習態度之研究

A Study on Learning Disturbances and Learning Attitudes of Electricity Practical Course for Students in the Electronic Department at Vocational High School in Taipei City

陳志榮(Chih Jung Chen)

指導教授 ： 劉曉芬

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(2009年)

https://doi.org/10.6841/NTUT.2009.00335

摘要

本研究旨在探討臺北市高職電子科學生實習課程學習困擾與學習態度。主要目的為：1.探討臺北市高職電子科學生實習課程的學習困擾及其差異情形；2.探討臺北市高職電子科學生實習課程的學習態度及其差異情形。為達到研究目的，本研究採用問卷調查法，以編製之「臺北市高職學生實習課程學習困擾與學習態度量表」，對臺北市公私立高級職業學校電子科學生共計2,635位學生，抽樣出1,050位學生實施調查。所得資料以平均數、百分比、標準差、t檢定、單因子變異數分析等統計方法進行考驗，獲得以下結論：
一、整體而言，臺北市高職電子科學生在實習課程上具有中等程度的學習困擾。
二、臺北市高職電子科學生實習課程之學習困擾會因學校屬性、實習課程學期
總成績而有差異，但不受性別、年級的影響。
三、整體而言，臺北市高職電子科學生在實習課程上具有正向的學習態度。
四、臺北市高職電子科學生實習課程之學習態度會因年級、學校屬性、實習課
程學期總成績而有差異，但不受性別的影響。
本研究最後並進一步針對實習課程教育應用與未來研究分別提出建議，供學校、教師、家長、學生及未來相關研究之參考。

關鍵字

電子科實習課程 ； 學習困擾 ； 學習態度

並列摘要

This study aimed to investigate learning disturbances and learning attitudes of practical training courses for students in electronic departments at vocational high schools in Taipei City. The main objectives of this study were to investigate student’s learning disturbances of practical training courses at vocational high schools in Taipei City and its relationship to different background factors, to investigate student’s learning attitudes of practical training courses at vocational high schools in Taipei City and its relationship to different background factors. This research conducted a survey by using a self-developed questionnaire of “learning disturbances and learning attitudes of practical training courses for students in electronic departments at vocational high schools in Taipei City.” as an instrument. A total of 10 schools, and 1,050 vocational high school students were sampled. The 854 effective questionnaires were collected. The data were analyzed by sample percentage, mean, standard deviation, t-test, one way ANOVA, The major findings of this study were as follow:
1.Overall, students in the electronic departments of vocational high schools
have learning disturbances in medium level.
2.Learning disturbances are affected by academic performances and school characters, not by genders and ages.
3.In general, students possess positive learning attitudes for their practical learning courses.
4.Their learning attitudes are influenced by years of seniority, school characters, academic performances, but not by genders.
Some recommendations of practical training education and further research are suggested for schools, instructors, parents, and students.

並列關鍵字

practical training course ； learning disturbances ； learning attitudes

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