技術型高中學生課程認同、學習態度與學習困擾之相關研究－以製圖科學生為例

A Study on the Relationship among Curriculum Identification ,Learning Attitude and Learning Difficulty of Graphics Department Students at Vocational High Schools

陳宥達(CHEN You-Da)

指導教授 ： 宋修德

國立臺灣師範大學/科技與工程學院/工業教育學系/碩士(2021年)

https://doi.org/10.6345/NTNU202101426

摘要

多元的社會環境使影響學習之因素逐漸增加，影響學生學習態度與學習困擾因素也趨向複雜，而積極的學習態度可視為學習的基礎，使學生願意參與學習活動，而消極的學習態度，將致使學生逃避、拒絕學習，學習態度可謂成功學習的重要關鍵。
本研究旨在探討技術型高中製圖科學生課程認同、學習態度與學習困擾之相關研究。本研究以問卷方式進行施測，調查技術型高中製圖科學生，共3833人，有效樣本為500人。所得量化資料以SPSS 23統計軟體進行分析，先以次數分配、描述性統計進行背景變項分析，接著以獨立樣本t檢定、單因子變異數及階層多元迴歸進行分析，以了解學生背景變項、課程認同、學習態度對學習困擾之影響，並以AMOS統計軟體檢驗三者間之直接關係及間接關係。
依據資料分析結果，獲得主要研究結論如下：一、技術型高中製圖科學生之課程認同、學習態度偏向正向，學習困擾偏向負向；二、不同背景變項技術型高中製圖科學生在課程認同、學習態度及學習困擾有所差異；三、技術型高中製圖科學生課程認同對學習困擾有負向之影響；四、技術型高中製圖科學生學習態度對學習困擾有負向之影響；五、技術型高中製圖科學生課程認同、學習態度及學習困擾之間存在有關係模型。

關鍵字

課程認同 ； 學習態度 ； 學習困擾

並列摘要

The diverse social environment has gradually increased the factors that affect learning, and the factors that affect students’ learning attitudes and learning difficulties have also become more complex. Positive learning attitudes can be regarded as the basis of learning, making students willing to participate in learning activities, learning attitude can be described as an important key to successful learning. In this study, surveys were conducted by questionnaires, surveying technical high school cartography students, a total of 3833 people, and an effective sample of 500 people. The quantitative data obtained is analyzed by SPSS 23 statistical software. The background variables are analyzed by frequency allocation and descriptive statistics, and then analyzed by independent sample t-test, single factor variance and hierarchical multiple regression to understand students' background variables, The influence of curriculum recognition and learning attitude on learning puzzles, and the direct and indirect relationship between the three are tested with AMOS statistical software.
Based on the results of data analysis, the main research conclusions obtained are as follows:1.The course recognition and learning attitude of students are positive, and the learning puzzles are negative; 2. students of different backgrounds are in the curriculum recognition There are differences in learning attitudes and learning difficulties; 3. students' curriculum identity has a negative impact on learning difficulties; 4. students’ learning attitudes have a negative impact on learning difficulties; 5. There is a relationship model among students' curriculum identity, learning attitude and learning Difficulty.

並列關鍵字

Curriculum Identification ； Learning attitude ； Learning Difficulty

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壹、中文部分

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