實用技能班學生價值觀與學習行為之分析研究

A study on the Value Concept and Learning Behavior of the Technical Program Students in Senior High School in Taiwan

鄭增財(Cheng Tseng-Chai)

指導教授 ： 江文雄

國立臺灣師範大學/科技學院/工業教育學系/博士(1999年)

摘要

本研究旨在探討實用技能班學生的價值觀與學習行為。為達研究目的，首先透過文獻的整理與分析，建立研究的整體架構，繼而選擇問卷調查法，以「實用技能班學生價值觀與學習行為問卷」為工具，蒐集研究所需的資料。調查實施以臺灣地區實用技能班學生為對象，施測獲得有效樣本共8447份。所使用的統計分析方法主要包括：單因子多變項分析(MANOVA)、賀德臨T2考驗(Hotelling T2)及典型相關分析(canonical correlation analysis)等。經分析結果，獲致下列結論：
一、整體而言，實用技能班學生對生理的價值、心理的價值、人際的價值、情感的價值、職業的價值、道德的價值及人生的價值等七種價值，都相當重視。
二、實用技能班學生的價值觀，因性別、年級、就讀類別、父母教育程度、父母職業、家庭氣氛、與父母相處情形、家庭經濟、零用錢數量、居住地區性質及就讀地區等背景變項的不同，而有顯著的差異。
三、整體而言，實用技能班學生在就讀動機、生活常規、同儕關係、師生關係、課程接受、學習行動、學習態度、學習滿意及未來進路等九個學習行為層面，都有積極的表現。
四、實用技能班學生的學習行為，因性別、年級、學校隸屬、就讀類別、父母教育程度、父母職業、家庭氣氛、與父母相處情形、家庭經濟、零用錢數量及就讀地區等背景變項的不同，而有顯著的差異。
五、實用技能班學生在性別、就讀類別、父母教育程度、父母職業、家庭氣氛、與父母相處情形、家庭經濟、零用錢數量及就讀地區等背景變項上，可發現其價值觀及學習行為的差異有相似的趨勢。
六、實用技能班學生的價值觀與學習行為有顯著的相關。學生的七種價值觀與九個學習行為構面的表現之間有顯著的典型相關存在。
關鍵詞：實用技能班、價值觀、學習行為

關鍵字

實用技能班 ； 價值觀 ； 學習行為

並列摘要

Abstract
The purposes of this study were to explore the value concept and learning behavior of the technical program students in senior high school. To attain to the purpose of the study, the literature was firstly reviewed and discussed to build the framework of this study. And then the questionnaire survey was conducted to collect data. The instruments of the study include technical program student value concept inventory and learning behavior questionnaire was carried out. The subjects were 8447 students drawn from technical program class in senior high school in Taiwan. The data were analyzed by one way MANOVA, Hotelling T2, product - moment correlation, and canonical correlation analysis. After data analyses, the main findings can be concluded as following:
1. In general, the technical program students attached importance to all the seven value domains of physiological value, psychological value, interpersonal value, affectional value, vocational value, moral value, and human life value.
2. The value concepts of the technical program students appeared significant difference among the following students' background variance: gender, grade, subject fields, parent's academic attainment, parent's vocation, family living climate, the state of student interacting with his parents, family economic condition, the amount of allowance, living district, and school location.
3. Totally speaking, the technical program students performed positively action in all of the following nine learning behavior factors: studying motivations, school living prescriptions, peer relationship, student - teacher relationship, the acceptance of the school curriculum, learning action, learning attitude, learning satisfactions, and future expectation.
4. The learning behavior of the technical program students had significant difference among the following students' background variance: gender, grade, school setting, subject fields, parent's academic attainment, parent's vocation, family living climate, the state of student interacting with his parents, family economic condition, the amount of allowance, and school location.
5. The value concept and learning behavior of the technical program students could find the same trend of the difference among the following students' background variance: gender, subject fields, parent's academic attainment, parent's vocation, family living climate, the state of student interacting with his parents, family economic condition, the amount of allowance, and school location.
6. The value concept of the technical program students had significant correlations with their learning behavior. And the seven domains of the value had canonical correlation with the nine factors of the learning behavior.
Key Word: Technical program, Value concept, Learning behavior

並列關鍵字

Technical program ； Value concept ； Learning behavior

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