傑出農民之學習風格、自我導向學習傾向與創新能力關係之研究

A Study of the Relationships among the Outstanding Farmers’ Learning Style, Self-directed Learning Readiness and innovation capabilities

吳淑娟(Shu-Jyuan Wu)

指導教授 ： 賴弘基

國立暨南國際大學/教育學院/成人與繼續教育研究所/碩士(2011年)

https://doi.org/10.6837/NCNU.2011.00129

摘要

本研究的目的在於探討傑出農民之學習風格、自我導向學習傾向與創新能力關係之研究。本研究之研究工具參考國內外相關文獻所編制之結構式問卷，問卷內容包含個人背景資料、學習風格量表、自我導向學習傾向量表及創新能力量表。本研究主要採用問卷調查法以進行研究，以90至99年行政院農委會農糧署所選拔之農民，並經公開頒獎者為研究對象。樣本數為188人，回收有效問卷141份。經統計分析，獲得以下結論：
一、傑出農民的學習風格類型中，以「適應型」的人最多。
二、傑出農民的自我導向學習傾向具有中上程度，尤其以「喜愛學習」構面最高。
三、傑出農民的創新能力具有中上程度，尤其以「產品服務創新」構面最高。
四、不同個人背景變項之傑出農民在自我導向學習傾向中的差異情形，均未達顯著水準。
五、影響傑出農民的創新能力的因素為性別、個人年收入。
六、傑出農民學習風格中屬於「聚歛型」者在「主動效率與創造學習」構面有較好的表現。
七、不同學習風格之傑出農民在創新能力的差異情形，均未達顯著水準
八、自我導向學習傾向對於創新能力具有正相關，自我導向學習傾向愈高創新能力則愈高，反之則愈低，其中以「主動效率與創造學習」分構面最具預測力。
本研究根據以上結論，提出建議以供農民學習者、農民教育機構、政府機構及後續研究者之參考。

關鍵字

傑出農民 ； 學習風格 ； 自我導向學習 ； 創新能力 ； 學習型態 ； 學習

並列摘要

The purpose of this study was to investigate the relationships among the learning styles, self-directed learning readiness, and innovation capabilities of the outstanding farmers. Based on the suggestions of research literatures, a structural questionnaire contains personal information, learning style questionnaire, self-directed learning readiness questionnaire, and innovation capabilities questionnaire. The main study technique used was the questionnaire survey; this research is based on the farmers who were rewarded prize in public by Agriculture and Food Agency, Council of Agriculture, Executive Yuan from 2001 to 2010. Totally 188 questionnaires were distributed, and 141 of them were received. After analyzing with statistical methods, the main findings are as follows:
1.Most outstanding farmers are “Accommodative” in the type of learning styles.
2.Above-average satisfactory of self-directed learning readiness is achieved form outstanding farmers, especially in the dimension of “love learning.”
3.Above-average satisfactory of innovation capabilities are achieved from outstanding farmers, especially in the dimension of “dominant design for product and service innovation.”
4.Different backgrounds are not linked to significant differences in outstanding farmers’ self-directed learning readiness.
5.The factors that influence the outstanding farmers’ innovation capabilities are sex and annual income.
6.The outstanding farmers whose learning style is “convergence type” have better performance in the dimension of “effective and creative learning”.
7.Different learning styles are not linked to significant differences in outstanding farmers’ innovation capabilities.
8.There is a positive correlation between self-directed learning readiness and innovation capabilities. The form of self-direct learning readiness that is more positive, innovation capabilities score is high. It is to say, the form of self-direct learning readiness that is more negative, innovation capabilities score is low. The “effective and creative learning” is the most predictive factor.

Based upon the above conclusions, the researcher offers several related suggestions as references to the farmers who want to learn, educational institution of farmers, government agencies, and future researchers.

並列關鍵字

outstanding farmer ； learning styles ； self-directed learning readiness ； innovation capabilities ； learn

參考文獻

李瑞娥（2005）。學校組織學習、組織創新與學校效能的關係。高雄師大學報，18，45-59。

參考文獻

一、 中文參考文獻

王世璋（2006）。國小校長轉型領導、學校組織學習與學校組織創新關係之研究。國立政治大學教育學系博士論文，未出版，台北市。

王菊蘭（2008）。中澳大学生自我向學習能力之比較－基於上海大學與澳大利並悉尼科技大學的對比研究。比較教育研究，222，66-70。