摘要

本研究以質性研究的焦點訪談方式，訪談新竹地區2個對學校教育態度不同的在家自行教育家庭，受訪者共6位成員，包括2位家長、2位國小學生和2位國中學生，最後以內容分析法分析其在家自行教育的經驗，並據此提出具體建議。研究發現，選擇在家自行教育的父母是因為對現行教育體制有疑慮，藉着在家自行教育，培養孩子的品格和自主學習能力等。目前，台灣有關在家自行教育的申請過程要更有效率，學校的協助和政府的支持都需要加強。從學習效益和優勢的觀點而論，在家自行教育能跳脫制式化教育的模式，量身訂做課程，使教育選擇多元化，養成自學自習的習慣，對於未來所面臨的挑戰或困境亦較能迎刃而解。本研究建議政府透過建立在家自行教育師資資料庫、在家自學的課程資源系統、家長支持系統、學生學習資源系統和學生回歸學習支援機制，使在家自行教育的制度更完善。

關鍵詞：實驗教育；非學校型態實驗教育；在家自行教育

Abstract

Focus group interviews were conducted with six participants — two parents, two elementary school students, and two junior high school students — from two households in Hsinchu with different attitudes towards school, respectively, to investigate their homeschooling experience. Interview results were analyzed using a content analysis method. The findings revealed that the reason for homeschooling lied in parents’ doubts on the existing education system. Homeschooling enabled them to cultivate character development and self-directed learning abilities in children. At present, the application procedure for homeschooling in Taiwan needs to be simplified, and school assistance and government support should be further enhanced. With respect to the effectiveness and advantages of learning, homeschooling transcends the standardized education framework to encompass personalized courses. Such diversified education facilitates development of self-learning and self-studying habit in students, equipping them with problem-solving abilities to overcome future challenges and predicaments. The government is suggested to improve the homeschooling system by establishing a homeschooling teacher database, homeschooling curriculum resource system, parents’ support system, learning resource system for students, and a support mechanism for student’s return to school.

Keywords: experimental education; non-school type experimental education; homeschooling

Abstract

Course selection behavior is a decision-making process. In the past, it was pointed out that many factors affect students’ selection of course, but their relationship with course selection decision-making has not been explored from the perspective of learning cliques. In a class, there are often several small groups of students with good learning relationships who form learning cliques. Therefore, whether the members of each learning clique will form similar behavior groups, whether the course selection process will produce a conformity effect, and whether they will choose the same courses as like-minded members are topics worth exploring. This article thus integrated the methods of social network analysis (SNA) and cluster analysis to explore the correlation between learning cliques and course selection decisions, and further developed prediction models through decision trees to speculate whether members of clique will form a similar behavior group of course selection decision-making in the learning network. This research used the methods of questionnaire survey and secondary data analysis; the research participants were 23 students in a class of the military academy in Taiwan. The research found that: (a) in the overall learning network, there were several large and small cliques in the class, and some members were not affiliated with any clique; (b) compared with the members who were not affiliated with any clique, the behavior of course selection decision-making of members in the learning clique were more consistent.

Keywords: social networks; cluster analysis; learning cliques; course selection decision-making; decision trees

摘要

選課行為是一種決策過程。過去研究指出，有諸多因素會影響學生選課的結果，然而卻鮮少以學習派系的角度來探討與選課決策之間的關係。在一個班級之中，往往存在着學習關係較良好的數個小團體，進而組成學習派系。每個學習派系的成員是否會形成相似的行為群組，選擇課程的過程是否會產生從眾效應，以及他們是否會與志趣相投的成員選擇相同的課程，都是值得探討的主題。因此，本研究整合應用社會網絡分析和集群分析方法，探討學習派系與選課決策的關聯，進一步透過決策樹發展預測模式，由學生在學習網絡中所隸屬的派系，推測各派系成員是否會組成相似的選課決策行為群組。本研究採用問卷調查法和次級資料分析法，研究對象為台灣某軍事院校的23名學生。研究結果如下：（1）在班級之中存在着數個大、小派系，以及不隸屬任何派系的成員；（2）相較於不隸屬任何派系的成員，學習派系內的成員選課決策行為較為一致。

關鍵詞：社會網絡；集群分析；學習派系；選課決策；決策樹

摘要

本文採用觀察量表分析，透過文獻探討和影片觀察，提出未來課堂教室的想像。從文獻中發現建構主義的教學是透過連結新知識與舊知識，幫助學生獲得新知、發展認知，而社會建構主義的教學則認為學習是與社會、文化互動所得的結果。本文目的是探究社會建構主義的教學情境建構，觀察教師的課程安排有哪些該注意的面向和內涵。研究者從Good & Lavigne（2018）設計的觀察量表修正成一份由提出問題、協作建議、評估討論、應用情境、總結知識五步驟的量表，看待教師的社會建構主義教學，發現以下特徵：（1）將學習責任逐步交還給學生；（2）教師須具備良好的提問與引導技巧；（3）將學習加入生活情境脈絡之中；（4）必須時時刻刻檢視學生的認知。研究者認為充滿學習的教室並非想像，現場教師已有能力建構有效教學的教室，應將學習主體還給學生。

關鍵詞：有效教學；鷹架理論；社會建構學習；課堂觀察

Abstract

This article used an observation scale, together with literature exploration and film observation, to imagine the future classroom. From literature review, it was found that constructivist teaching helps students acquire new knowledge and develop cognition through connecting new and old knowledge. Teaching with the social constructivism approach regards learning as the result of interaction with society and culture. This article aimed to explore the social constructivist teaching context, as well as to observe which aspects and connotations teachers should pay attention to in curriculum arrangement. The researcher amended the observation scale designed by Good & Lavigne (2018) with five steps: (a) raising questions; (b) collaboration and suggestions; (c) assessment and discussions; (d) application to scenarios; and (e) summarizing knowledge. Teachers’ teaching was observed and assessed based on the five steps. The following results were found: (a) students should have the responsibilities of learning; (b) teachers must have good questioning and guidance skills; (c) teachers need to incorporate learning into real-life situations; (d) students’ cognition must be reviewed and monitored frequently. The researcher believes that a classroom full of learning is not imaginary. Teachers already have the ability to construct effective classrooms and should treat students as the learning agent./p>

Keywords: effective teaching; instructional scaffolding; social constructive learning; classroom observation

Abstract

This study established a cartoon-based mathematics concept learning system. It examined the effect of three different teaching modules, discussion-based concept cartoons (n = 29), teacher-oriented concept cartoons (n = 26), and worksheet teaching (n = 23), on the mathematics achievement of fifth graders in Taiwan. Two groups of students used computers to learn mathematics with concept cartoons, and the other one used a worksheet. It was found that the group using discussion-based concept cartoons performed significantly better than the other two groups, and students taught with discussion-based concept cartoons with computers achieved better performance than those taught with the conventional method.

Keywords: concept cartoon; discussion-based learning; mathematics achievement; computer-assisted instruction

摘要

本研究建置了一套討論式概念卡通的數學概念學習系統，探討三種不同教學模組，即討論式概念卡通教學（n = 29）、教師導向式概念卡通教學（n = 26）和學習單教學（n = 23），對台灣五年級學生數學學習成效的影響。兩組使用電腦操作概念卡通學習教學，另一組使用學習單教學。研究結果顯示，使用討論式概念卡通的組別，其數學學習成效顯著優於另外兩組；而且，使用電腦進行概念卡通教學的學生，其表現顯著優於傳統教學。

關鍵詞：概念卡通；討論式學習；數學成就；電腦輔助教學

摘要

由於知識生產與知識應用間存在學用落差，「創業精神」成為連結兩者的橋樑；高等教育扮演促進創業精神的重要角色，全球創業教育亦因而蓬勃發展。本研究建立創業意圖模型，以創業教育、創業熱情、創業自我效能、樂觀主義與創業意圖為架構，探討各構面間的因果關係，並針對兩組學生在四個構面的差異進行討論。本研究向台灣某私立大學學生發放問卷，有效問卷共276份。實證結果顯示：（1）創業自我效能、樂觀主義對創業意圖有正向影響，有修習創業教育課程的學生，其路徑係數高於未修習創業教育課程的學生；（2）創業教育對創業意圖、創業自我效能有差異；（3）創業教育、創業熱情、創業自我效能和樂觀主義皆可促進創業意圖。

關鍵詞：創業意圖；創業教育；創業熱情；創業自我效能；樂觀主義

Abstract

There exists a great gap between knowledge production and application; entrepreneurship can successfully fill the gap. Fostering entrepreneurship is needed, and therefore entrepreneurship education has expanded rapidly in higher education institutions around the world. This study formulated an entrepreneurial intention model, which included entrepreneurship education, entrepreneurial passion, entrepreneurial self-efficacy, optimism, and entrepreneurial intention. The authors discussed the cause-effect relationships of the four constructs and compared the differences between the two groups of students in the constructs. Data were collected from a Taiwanese university, and 276 valid questionnaires were obtained. Results showed that: (a) entrepreneurial self-efficacy and optimism had a positive impact on entrepreneurial intention separately; students who had attended entrepreneurship courses had higher path coefficients than students who had not; (b) differences were found between the two groups of students in entrepreneurial intention and entrepreneurial self-efficacy; (c) entrepreneurship education, entrepreneurial passion, entrepreneurial self-efficacy, and optimism could ignite entrepreneurial intention.

Keywords: entrepreneurial intention; entrepreneurship education; entrepreneurial passion; entrepreneurial self-efficacy; optimism

Abstract

This study assessed the effectiveness of applying the case method of instruction (CMI) to an undergraduate course concerning child care management. As a collaborative action research project investigating child care entrepreneurship education and CMI pedagogy, its participants consisted of 4 experts from the field of child care, and 39 university students taking the course on child care management, which was taught by the author. The participants were divided into 8 entrepreneurship teams, each containing 4–5 students and an expert. The teams participated in a national competition in creative marketing planning. They discussed and made planning on administrative organization, business marketing, and public relations. The study collected data through a workshop, observation, interview, and documents, and performed qualitative and quantitative analysis. Results indicated that the use of the blended CMI has potential influence on the child care entrepreneurship. It can effectively guide students to actively learn and be more expressive in the discussion. It also encourages students to engage in diversity thinking and adopt a problem-solving attitude to support cooperative teamwork — capacities that help students develop competency of child care professional management.

Keywords: child care; case method of instruction (CMI); entrepreneurship education; cooperative teaching

摘要

本研究旨在探討案例教學法實踐於大學幼保系兒童托育經營課程的教學影響。研究者亦是課程教學者，和4位兒童托育機構主管專家合作教學，39位修課大學生為研究對象，分成8組創業合作團隊，每組4–5名學生和1位專家，以行動研究方法，實際參與全國性創業競賽。教學實踐歷程融入經營理論與創業案例，進而形成各類兒童托育服務主題的創業企劃書。研究工具以兒童托育創業檔案作形成性評量，參與創業競賽、企劃書編撰和個人省思作總結性評量；創業小組討論、觀察與紀錄文件、教師教學評量等為分析資料。研究結果發現：結合案例與合作教學組成創業小組方式，實際參與創業企劃競賽的實作歷程，對引導學生主動學習、參與討論有影響；同時，能發揮多元思考解決問題和支援團隊合作等態度，有助養成兒童托育服務經營與管理專業的創業能力。研究建議未來能擴及其他課程，並追蹤學生畢業後的就業影響。

關鍵詞：兒童托育；案例教學法；創業教育；合作教學

摘要

本研究旨在探討青少年國三至高二憂鬱症狀的長期發展變化，並釐清不同依附關係（父母依附、同儕依附、學校依附）對於青少年憂鬱症狀發展的影響。研究對象為台灣青少年成長歷程研究（Taiwan Youth Project, TYP）中2002年國中三年級青少年，並持續追縱之後兩年的憂鬱症狀發展情形。資料分析以潛在成長曲線模式為主。

研究結果發現，青少年的憂鬱症狀起始值和成長變化情形存在個別差異。其次，國三時憂鬱症狀程度較高的青少年，整體憂鬱症狀成長速率較慢；而國三時憂鬱症狀程度較低的青少年，隨後時間內憂鬱症狀成長速率較快。最後，青少年的憂鬱症狀在高一時急遽成長，持續上升至高二。在依附關係上，同儕依附和學校依附對青少年憂鬱症狀較具影響力，同時影響憂鬱症狀起始狀態和成長速率，而父親依附只影響憂鬱症狀起始狀態、母親依附則對憂鬱症狀沒有顯著影響。基於研究結果，本研究對教育工作和未來研究提出相關建議。

關鍵詞：青少年；依附；潛在成長模式；憂鬱

Abstract

This study aimed to: (a) establish model of the trajectory of adolescents’ depressive symptoms over time with the latent growth curve model; (b) identify the impact of different types of attachment relationships on changes of depressive symptoms. Research data were retrieved from the Taiwan Youth Project (TYP). The participants were 2,690 9th, 10th and 11th grade students in three waves (2002, 2003, and 2004).

Results indicated that: (a) there were individual differences in the initial status and trajectory of adolescents’ depressive symptoms; (b) the changing rate of trajectory of depressive symptoms were slower in adolescents of more severe depressive symptoms at 9th grade compared to those of less severe symptoms at 9th grade; (c) there was an elevation of depressive symptoms in adolescents from 10th grade to 11th grade; (d) adolescents’ attachment with peers and school were more influential than attachment with parents in regard to the initial status and changing trajectory of their depressive symptoms; (e) father attachment only impacted the initial status of adolescents’ depressive symptoms while mother attachment showed no significant impact on both the initial status and changing trajectory of adolescents’ depressive symptoms. Suggestions for education and future research were provided.

Keywords: adolescent; attachment relationship; latent growth curve model; depression

摘要

本研究探討青少年偏差行為發生的影響因素，具體目的包括：（1）探討偏差行為作為青少年面對緊張和壓力時的對應方式，是否在考量個人利社會行為效應後而有所改變，藉此回應一般化緊張理論所提出緊張因素對偏差行為的影響必須考慮其他社會因素；（2）透過零膨脹負二項迴歸模式，釐清緊張因素和利社會行為在解釋青少年偏差行為「發生」機率和「發展」頻率的角色。研究對象為台南市中學生，有效樣本1,058人。研究發現：一旦考量了利社會行為後，負面生活事件對偏差行為有具體的影響，愈多負面生活事件發生，偏差行為的頻率愈高。當青少年偏差行為受到緊張因素所引起的負面情境影響時，不同的利社會行為則於其中分別扮演抑制與觸發、降低與增強偏差行為的關鍵角色，即從事愈多志願服務，愈能抑制偏差行為的發生，愈多助人行為，卻愈能觸發偏差行為發生；合作行為的程度愈高，愈降低偏差行為，愈多關懷行為，則愈增強偏差行為的頻率。本研究根據研究目的和實徵證據支持的結果，提供相關的教育輔導實務和未來研究上的建議。

關鍵詞：青少年偏差行為；緊張因素；利社會行為；零膨脹負二項迴歸模式

Abstract

This study aimed to examine the relations between strain factors, prosocial behaviors and deviant behaviors. The objectives included: (a) considering the effects of prosocial behaviors, adolescents experiencing strains might engage in less deviant behaviors; (2) zero-inflation negative binomial regression is used to analyze factors that influence the likelihood and frequency of deviant behaviors. Research participants were 1,058 students in Tainan. The findings showed that negative life events increased the likelihood of deviant behaviors. Helping and voluntary service influenced the likelihood of deviant behaviors. Cooperation and caring impacted the frequency of deviant behaviors. The implications of these findings, including counselling and analyzing methods, were discussed, and future research directions were suggested.

Keywords: deviant behavior; strain factors; prosocial behavior; zero-inflated negative binomial model