國民中學技藝教育專案編班實施現況與學生學習滿意度之研究

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國民中學技藝教育專案編班實施現況與學生學習滿意度之研究
著者: 林秀真; Lin, Hsiu-chen
林瑞榮; Jui-Jung Lin; 教育學系課程與教學碩士班
主題: 職群課程; 技藝教育專案編班; 技藝教育; 學習滿意度; career course; planned grouping based technical arts education; technical arts education program; learning satisfaction
描述: 本研究旨為探討不同地區與不同學校規模的技藝教育專案編班在實施現況之差異情形；並探討不同背景變項及不同職群變項的技藝教育專案編班學生在職群課程學習滿意度之差異情形。採用自編之「國中技藝教育專案編班實施現況問卷」及「國中技藝教育專案編班學生職群課程學習滿意度問卷」為工具，以普查方式進行研究。有效問卷為：業務承辦人員50 份及學生1230 份，以描述統計、t 考驗、單因子變異數分析、薛費事後比較等統計方法分析。本研究獲得結論如下：壹、全國技藝教育專案編班實施現況方面一、鼓勵東部學校參與開辦計畫，以增進學生職群探索學習機會。二、職群開設多樣化，節數安排符合加深加廣之課程規劃。三、合作單位多以交通往返便利之私立高職為主。四、「技藝教育學生遴薦及輔導委員會」運作積極。五、材料經費不足，且撥款速度過慢，導致經費核銷困難。六、學生大多有實地工廠參觀的經驗；部分學生於下學期因生涯發展需求，申請進入技藝教育專案編班就讀。七、職群授課師資以合作單位專任教師為主；課程教材編選以自編為主。貳、學生對於職群課程學習滿意度方面一、學生對「教師教學面」學生學習滿意度達滿意以上。二、不同「選讀動機」、「生涯進路規劃」的學生學習滿意度有顯著差異。三、不同職群「整體滿意度」上有顯著差異，家政職群學生得分高於餐旅職群學生。
The purposes of this study aim to understand the current implementations of Planned Grouping Based Technical Arts Education Programs (PG-TAEP) in junior high schools in terms of school districts and number of whole classes. An investigation of learning satisfaction of students participated in PG-TAEP in terms of students’ backgrounds and career grouping is also included.The data are collected comprehensively by means of two self-edited questionnaires, respectively entitled “Current Implementations of PG-TAEPs in Junior High Schools” and “Learning Satisfaction of Junior High School Students Participated in PG-TAEPs on Career Courses.” Most effective questionnaires are returned, including 50 from school administrators and 1230 from students. The data obtained are statically analyzed by descriptive statistics, t-test, one-way analysis of variance, and Scheffe’s method for posteriori comparison. According to the results of this study, the conclusions are summarized as follows.The current implementation of junior high school PG-TAEP --- 1. The schools in eastern Taiwan should be encouraged to participate in PG-TAEPs, so as to provide more opportunities for their students of career explorations. 2. The schools should offer various types of career group and add learning hours, so as to provide in-depth and comprehensive training for their students by well-planned courses. 3. The cooperating schools mostly chosen by the PG-TAEPs participating junior high schools are private vocational high schools with convenient transportation. 4. In respect of committees of student recruitment and guidance, the members of the committees are working constructively. 5. Funds used to purchase materials are insufficient in PG-TAEPs. Besides, the delayed appropriation of the funds causes the problem of closing the account after verification. 6. Most students have experiences of visiting factories. In order to reinforce the understanding of career planning, some students choose to apply for participating in PG-TAEP in the second semester. 7. Among all the teachers teaching the career groups, most of them are full-time teachers who come from cooperating schools.The learning satisfaction of students participated in PG-TAEP --- 1. The learning satisfaction of students is above the level of “satisfaction” in the aspect of “teacher’s teaching.” 2. The learning motivation has the significant effect on the learning satisfaction of students. The career planning has the significant effect on the learning satisfaction of students. 3. The career group has the significant effect on the total satisfaction of students. The students of the hospitality group have higher learning satisfaction than those of the home economics group.
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建立日期: 2009
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2609
資源來源: NUTN IR

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國民中學技藝教育專案編班實施現況與學生學習滿意度之研究

林秀真; Lin, Hsiu-chen 林瑞榮; Jui-Jung Lin; 教育學系課程與教學碩士班 2009

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