進階搜尋


下載電子全文  
系統識別號 U0026-1407201915022500
論文名稱(中文) 探討促進主動學習的環境魅力因子:以高中職及大學生之比較為例
論文名稱(英文) Exploring Attractive Factors for Self-motivation Learning:the comparison between high school and college students
校院名稱 成功大學
系所名稱(中) 工業設計學系
系所名稱(英) Department of Industrial Design
學年度 107
學期 2
出版年 108
研究生(中文) 林家羽
研究生(英文) Chai-Yu Lin
學號 P36051121
學位類別 碩士
語文別 中文
論文頁數 75頁
口試委員 指導教授-馬敏元
口試委員-何俊亨
口試委員-陳璽任
口試委員-陳俊智
口試委員-魏君純
中文關鍵字 學習環境  學習行為  自主學習 
英文關鍵字 Learning Environment  Learning Behavior  Self-motivation Learning 
學科別分類
中文摘要 近幾年,在師資培育課程及教學現場,越來越強調因材施教的重要性,仍有許多學生的學習行為及念書風氣是被動的,但學習的本質應該是主動的。在台灣,從小學教育到高等教育,在課程綱要裡都有加入鼓勵自主學習風氣的學習課程,希望學生可以培養自動自發的習慣。當教育制度及社會大眾對於學習的型態與以往的形式不同,在學習環境的選擇及學習方式也會有所改變,根據Bennett在2005年《an EDUCAUSE》提到,環境對學生的學習歷程具有影響力。
因此,本研究目的為探討學生在課後學習環境的魅力因子為何,提供未來透過魅力因子進一步探討是否能有效培養學生由被動學習,提升到主動學習的習慣養成。
本研究實驗可分三個步驟。第一步驟為篩選受訪者,利用涉入度量表篩選出6到8位具備主動學習歷程之受訪者;第二步驟為捕捉魅力因子,利用質性訪談目標受測者,訪談過程利用評價構造法搭配KJ法蒐集受測者對於環境中軟體或硬體之喜好因子或感受;實驗第三步驟為比較分析,將訪談結果進行分群製成問卷,發放給16至22歲的高中職學生及大學生填寫,問卷回收後將魅力因子分成六大特質,並將魅力因子數據進行集群分析及卡方檢定。
透過質性訪談及量化問卷的結果可得到高中職及大學的學生族群在進行課後學習行為時,選擇的環境魅力因子有44個,透過集群分析可得到高中職4群、大學生3群。比較大學生及高中職學生在主動學習魅力因子之關係與異同,高中職中可分為環境依賴型、環境氣氛依賴型、環境氣氛獨立型及環境獨立型;大學生可分為環境氣氛依賴型、環境氣氛獨立型、環境獨立型。
英文摘要 In recent years, in the teacher-training curriculum and teaching scene, more and more emphasis are placed on the importance of teaching students in accordance with their aptitude. There are still many students whose learning behavior and study style are passive, but the essence of learning should be active. In Taiwan, from primary education to higher education, there are courses in the syllabus that encourage self-learning, and students are expected to develop spontaneous habits. When the education system and the public are different in the form of learning from the past, the choice of learning environment and the way of learning will also change. According to Bennett's thesis in《an EDUCAUSE》in 2005, the environment has influence on learning curve for students.
Therefore, the purpose of this study is to explore the factors that make students choose the learning environment after class, and provide the future exploring whether it can effectively cultivate students' habits from passive learning to active learning.
The research experiment has three steps. The first step is to screen respondents, using the involved metrics to screen out 6 to 8 respondents with active learning. The second step is to capture the attractive factors, and the interview process uses Evaluation Grid Method and KJ Method to collect the influence factors, feelings and preferences of the testees about the software or hardware in the environment. The third step of the experiment is comparative analysis. The results are grouped into questionnaires and distributed to high school students and college students aged 16 to 22 to fill out. After the questionnaire is recycled, the attractive factor is divided into six characteristics, and the attractive factors’ data would analyze with Cluster analysis and Chi-square Test.
Through the results of qualitative interviews and quantitative questionnaires, there are 44 environmental attractive factors selected by the high school students and university students in the after-school learning behavior. Through Cluster Analysis, 4 groups of high school and 3 groups of college students can be obtained. Comparing college students and high school students, we can see the relationship, similarities and differences of active learning attractive factors between these groups. High school can be divided into environment dependent, environmental atmosphere dependent, environmental atmosphere independent and environmental independent. The college students can be divided into environmental atmosphere dependent, environmental atmosphere independent, and environmental independent.
論文目次 摘要.................................................i
Abstract............................................ii
誌謝................................................iv
目錄.................................................v
表目錄............................................viii
圖目錄..............................................ix
第1章 緒論...........................................1
1.1 研究背景與動機...................................1
1.2 研究目的........................................3
1.3 研究流程........................................3
1.4 研究對象與限制...................................5
1.4.1 研究對象......................................5
1.4.2 研究範圍與限制................................5
1.5 研究背景總結....................................5
第2章 文獻探討......................................6
2.1 學習環境........................................6
2.1.1 理想的學習環境................................6
2.1.2 環境依賴與環境獨立............................7
2.1.3 學習環境小結..................................7
2.2 學習行為........................................7
2.3 自主學習........................................9
2.4 半結構式訪談法.................................10
2.5 評價構造法.....................................11
2.6 KJ法..........................................11
2.7 集群分析法.....................................12
2.8 卡方檢定.......................................12
2.9 文獻探討結論...................................13
第3章 研究方法與步驟................................14
3.1 研究方法.......................................14
3.1.1 半結構式訪談.................................14
3.1.2 觀察法......................................15
3.1.3 評價構造法...................................15
3.1.4 KJ法........................................16
3.1.5 集群分析法...................................17
3.1.6 卡方檢定.....................................17
3.2 受測者........................................17
3.3 實驗設計.......................................17
3.4 研究方法及步驟總結..............................19
第4章 研究結果分析..................................20
4.1 實驗第一部分-前測問卷..........................20
4.1.1 訪談對象之討論...............................20
4.1.2 質性訪談.....................................22
4.2 實驗第二部分-學習環境魅力因子問卷...............22
4.2.1 主動學習環境魅力因子..........................23
4.2.2 主動學習環境魅力因子與目標族群之分析...........24
4.2.3 主動學習環境魅力因子與學習動機及目標族群之分析..29
4.3 研究結果分析總結...............................39
第5章 討論........................................40
5.1 環境魅力因子...................................40
5.2 目標族群與學習環境魅力因子......................41
5.2.1 「環境依賴型」族群...........................41
5.2.2 「環境氣氛依賴型」族群-高中職與大學生之比較....42
5.2.3 「環境氣氛獨立型」族群-高中職與大學生之比較....43
5.2.4 「環境獨立型」族群-高中職與大學生之比較.......43
5.3 學習動機與目標族群..............................43
5.3.1 「環境依賴型」族群............................44
5.3.2 「環境氣氛依賴型」族群-高中職與大學生之比較.....44
5.3.3 「環境氣氛獨立型」族群-高中職與大學生之比較.....44
5.3.4 「環境獨立型」族群-高中職與大學生之比較........45
5.4 學習動機與學習環境魅力因子.......................45
5.4.1 升遷導向的學習動機與學習環境魅力因子之關係.......45
5.4.2 興趣導向的學習動機與學習環境魅力因子之關係.......46
5.5 主動學習的定義..................................47
5.6 結果討論總結....................................47
第6章 結論..........................................48
6.1 學習環境魅力因子................................48
6.1.1 受環境影響之高中職學生族群.....................48
6.1.2 受環境影響之大學生族群.........................49
6.1.3 受環境影響之族群比較...........................49
6.1.4 「環境獨立型」族群.............................51
6.2 學習動機與目標族群...............................52
6.3 總結............................................52
6.4 未來課題與建議...................................53
參考文獻 54
附錄1 環境魅力因子集群百分比.........................57
附錄2 自我知覺主動學習涉入度問卷.....................58
附錄3 主動學習環境魅力因子調查問卷...................62
附錄4 集群分析樹狀圖-高中職學生.....................66
附錄5 集群分析樹狀圖-大學生.........................71
參考文獻 Azlina, N., Amin, S. M., & Lukito, A. (2018). Creativity of Field-dependent and Field-independent Students in Posing Mathematical Problems. Journal of Physics. doi:10.1088/1742-6596/947/1/012031
Bennett, S. (2005). Library as Place:Rethinking Roles, Rethinking Space. . In (pp. 86-95).
Brown, M., & Long, P. (2006). Trends in Learning Space Design. In An EDUCAUSE e-Book (pp. 13): Washington, DC 20036 Boulder, CO 80301-2538.
Chiang, J. C. (2011). 自我決定數位學習環境的環境要素之初探. Journal of Humanities and Social Sciences, 7(2), 67-75.
Deci, E. L., & Ryan, R. M. (2012). Self-Determination Theory. In P. A. M. V. Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of Theories of Social Psychology (Vol. 1, pp. 416-437): SAGE.
DeVries, R., Zan, B., Hildebrandt, C., Edmiaston, R., & Sales, C. (2002). Developing constructivist early childhood curriculum: practical principles and activities: Teachers College Press: New York.
Dickinson, L. (1995). Autonomy and Motivation:A Literature Review. System, 23(2), 165-174.
Geiger, C. D., Uzoy, R., & Aytug˘, H. (2006). Rapid Modeling and Discovery of Priority Dispatching Rules:An Autonomous Learning Approach. Journal of Scheduling, 9, 7-34.
Graham, J. (1999). The reader's helper: a personalized document reading environment. CHI '99, 481-488. doi:10.1145/302979.303139
Harper, B., & Hedberg, J. (1997). Creating Motivating Interactive Learning Environments: a Constructivist View. Retrieved from http://www.ascilite.org/conferences/perth97/papers/Harper/Harper.html
Holec, H. (1981). Autonomy in Foreign Language Learning: Oxford: Pergamon.
J.Milne, A. (2006). Chapter11.Designing Blended Learning Space to the Student Experience. EDUCAUSE eBOOK(Chapter11), 8.
Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology: Research and Development, 46(1).
Kawakita.J. (1986). The KJ Method: Let Chaos Tell: Chuokoron-sha, Inc.,Tokyo.
Liang, C., Chen, S.-C., & Huang, Y. (2012). 喚動想像:學習環境與個人心理的效果Awaken Imagination: Effects of Learning Environment and Individual Psychology. 資訊傳播研究, 3(1), 93-115. doi:10.6144/JIC.2012.0301.06
Lin, J.-D., Yen, C.-F., & Chen, M.-H. (2005). Qualitative Research Method: Models and Steps of Interviewing質性研究方法:訪談模式與實施步驟分析. 身心障礙研究, 3(2), 122-136.
Ma, M.-Y., Chen, Y.-C., & Li, S.-R. (2011). How to Build Design Strategy for Attractiveness of New Products(DSANP). Advances in information Sciences and Service Sciences(AISS), 3(11.3). doi:10.4156/AISS.vol3.issue11.3
Martin-Garcia, T., & Baizan, P. (2006). The Impact of the Type of Education and of Educational Enrolment on First Births. European Sociological Review, 22(3), 259-275. doi:10.1093/esr/jci056
Nikulin, P. E. G., & Nikulin, M. S. (1996). A guide to chi-squared testing. New York: NY [u.a.]: Wiley.
Pearson, K. (1990). X. On the criterion that a given system of deviations from the probable in the case of a correlated system of variables is such that it can be reasonably supposed to have arisen from random sampling. The London, Edinburgh, and Dublin Philosophical Magazine and Journal of Science, 50(302), 157–175. doi:10.1080/14786440009463897
Ralton, D., & Watson, P. (2005). Teaching autonomy ‘Reading groups’ and the development of autonomous learning practices. Active Learning in Higher Education, 6(3), 182-193. doi:10.1177/1469787405057665
Tough, A. M. (1979). The adult's learning projects:A fresh approach ot theory and practice in adult learning(2nd ed.): Toronto,Canada:The Ontario Institute for Studies in Education.
Wilson, B. G. (1995). Metaphors for instruction: Why we talk about learning environments. Educational Technology, 35(5), 25-30.
Yang, C. (2016). 從個案研究探討大學圖書館研究共享空間Conceptualizing Research Commons for University Libraries with Perspectives of Case Studies. 大學圖書館, 20(2), 56-75. doi:10.6146/univj.20-2.04
Yuksel, A., & Yuksel, F. (2002). Measurement of tourist satisfaction with restaurant services: a segment-based approach. Journal of Vacation Marketing, 9(1), 52-68.
王光復. (2011). 科技教育界應重視如何塑造良好的學習環境 生活科技教育月刊, 44(3), 1-22.
朱倩慧. (2015, 2015.02.15). 自主學習 = 自動學習 = 自學?. CET專欄. Retrieved from http://www.caves.com.tw/CET/ArtContent_tw.aspx?CDE=ART20150210105416JEC
吳明隆. (2008). SPSS操作與應用-多變量分析實務. Taiwan: 五南.
國家教育研究院課程及教學研究中心核心素養工作圈. (2015). 十二年國民基本教育領域課程綱要核心素養發展手冊.
張春興. (2013). 教育心理學-三化取向的理論與實踐 重修二版. 東華書局.
陳姿伶. (2012). 知識社會下自主學習意涵及模式之探討. T&D飛訊, 148, 1-24.
陳國龍. (2007). 涉入理論及其衡量. 商業時代, 2007(3).
黃成永, & 馬敏元. (2005). 抽菸魅力因子與族群調查之研究. 臨床醫學, 55(2), 120-132.
榮泰生. (2009). SPSS與研究方法第二版一刷 (龐君豪 Ed.): 五南圖書出版股份有限公司.
蔡甯安. (2012). KJ法 2016New Design Method新設計方法. Retrieved from http://newdesignmethod.blogspot.com/2012/04/b9934012kj.html
論文全文使用權限
  • 同意授權校內瀏覽/列印電子全文服務,於2019-07-24起公開。
  • 同意授權校外瀏覽/列印電子全文服務,於2019-07-24起公開。


  • 如您有疑問,請聯絡圖書館
    聯絡電話:(06)2757575#65773
    聯絡E-mail:etds@email.ncku.edu.tw