臺灣博碩士論文加值系統

我國海事職業學校學生每年可以經由「全國高級中等學校海事類技藝競賽」以取得保甄資格，進入國內兩大主要的海事大學(台灣海洋大學及高雄海洋科技大學)就讀。本文旨在了解與探究91~94學年度期間，國內5所高職海事職校學生(東水、南水、澎水、基水、蘇水)的技優學生們進入海大及高海科大的入學學習動機，以及在兩校就讀期間的學習滿意度與其差異分析。本文發現：入學學習動機中，最具影響力的因素是「高職時就讀相關科系」，而大部分學生最重視的是在學期間的「學習成效」，另英文學習最令學生困擾及憂心。期昐本文能夠提供我國教育部技職司與二大海事大學，做為招生策略的重要參考依據。

There are some students from the Maritime Vocational High School that can get a chance of entrance to Advanced Maritime Affairs Universities (e.g. National Taiwan Ocean University; NTOU, or National Kaohsiung Marine University; NKMU), by the Skill Competition held on each year in Taiwan. So it is necessary to explored the learning motivation and satisfaction between NTOU and NKMU, and also distinguish some difference among those Maritime Vocational High School around the Taiwan, that these students gotten the entrance from 2002 to 2005. We find that the most important influential factors of the learning motivation are relative major of the Maritime Vocational High School. Most of NTOU and NKMUs’ students pay much attention to effect of learning. Besides, English learning is difficult for the students. The results will be helpful for the Taiwanese Ministry of Education, NTOU and NKMU, and the suggestions are proposed and discussed for the operational stratagem to enroll new students.

中文摘要 Ⅰ
英文摘要 Ⅱ
目錄 Ⅲ
圖目錄 Ⅴ
表目錄 Ⅵ
第一章、緒論 1
1.1 研究背景與動機 1
1.1.1 研究背景 1
1.1.2 研究動機 1
1.2 研究目的 2
1.3 研究範圍 2
1.4 研究流程 3
1.5 論文架構 4
第二章、文獻回顧 6
2.1 海事教育的重要性 6
2.2 海事職業學校的沿革 8
2.3 海事職業學校的定義 9
2.4 海事職業學校的特性 9
2.5 學習動機之相關文獻 10
2.6 學習滿意度之相關文獻 12
第三章、高職學生在海事高等教育體系之甄審保送現況 18
3.1 技職教育的發展與演進 18
3.1.1 發展 18
3.1.2 演進 19
3.1.3 我國現行學制 21
3.2海事高職學生甄審保送海事高等教育體系之沿革 23
3.2.1 海事職業學校的設科及班級數 24
3.2.2 海事職校面臨的問題 28
3.3 技優保送甄審過程之演變 29
3.3.1 甄審保送的由來 29
3.3.2 目前技優甄審保送的演變現況 29
3.4學生入學動機與可能產生問題之探討 33
3.4.1 學生入學動機 33
3.4.2 可能產生的問題 35
第四章、問卷調查與統計分析 37
4.1 問卷設計、調查與基本分析 38
4.2 因素分析與信效度檢定 57
4.3 不同院校學群之學習滿意度分析 60
4.3.1 學習滿意度之權重分析(熵值Entropy)權重法 60
4.3.2 不同海事職校學生在不同海事院校的學習成果(灰色理論GRA) 63
第五章、結論與建議 70
5.1 結論 70
5.2 建議 73
參考文獻 74
附錄 80

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