本研究旨在探討教師自主支持對學生在自然與生活科技領域學習心理需求、學習行為及動機上的成效。以屏東某國中七年級兩班級46名學生,進行6週(24節)課實驗教學,實驗組以教師自主支持教學模式處理;控制組以非教師自主支持教學模式處理,以段考測驗卷、心理需求量表、學習動機量表及學習行為量表作為研究工具。實施前測及後測,並進行單因子共變數分析。本研究之研究結果如下: 一、接受教師自主支持學生在學習心理需求之自主性及勝任感程度顯著高於非教師自主支持學生。 二、接受教師自主支持學生相較於非教師自主支持學生在學習動機之攝入調節、認定調節及整合調節的程度有較高的表現。 三、接受教師自主支持學生在學習行為之投入行為及投入情緒的程度表現有正向效果並可減少疏離情緒。 四、教師自主支持教學模式在自然與生活科技領域學生學習成效有提升的效果。 本研究以上述研究結果提出之建議,以供學校、教師及未來研究之參考。
This study aimed to explore the influence of teacher autonomy for students’ psychological need, learning behavior and motivation in the field of science and technology. Test samples were 46 seventh grade students in the two classes of anonymous Junior high school in Pingtung. In 6 weeks (24 lessons), the experimental group was exceeding teacher autonomy support teaching mode processing; the control group was non teacher autonomy support teaching mode processing. Both groups have pre-tests and pro-test including school examination papers, psychological need scale, learning motivation scale, and learning behavior scale as research tools. Based on studies conducted by researchers, pre-testing and post-testing can be implemented using ANCOVA analysis. The results of this study were as the following: 1.With teacher autonomy support, students have higher competence and psychological needs than non-teacher autonomy support student. 2.The teacher autonomy support students have higher level of introjected regulation, identified regulation and integrated regulation of learning motivation than non-teacher autonomy support students. 3.The teacher autonomy support students engaged in behavior and emotion of learning behavior performance with a positive effect and reducing disaffected emotion. 4.Teacher autonomy support teaching model has to enhance the effect of student learning outcomes in the field of science and technology. In this study, the results of the study offer suggestions for school, the school teacher and future researches.