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研究生:李麗美
研究生(外文):Li-Mei Lee
論文名稱:松年大學學員自我導向學習傾向與學習滿意度關係之研究
論文名稱(外文):A study on the relationship of the self-directed learning readiness and the learning satisfaction to students at Sung-Nien College
指導教授:胡夢鯨胡夢鯨引用關係
指導教授(外文):Meng-Ching Hu
學位類別:碩士
校院名稱:國立中正大學
系所名稱:成人及繼續教育研究所
學門:教育學門
學類:成人教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:174
中文關鍵詞:高齡學習者松年大學松年大學學員自我導向學習自我導向學習傾向學習滿意度
外文關鍵詞:self-directed learningself-directed learning readinesselder learner
相關次數:
  • 被引用被引用:507
  • 點閱點閱:3275
  • 評分評分:
  • 下載下載:463
  • 收藏至我的研究室書目清單書目收藏:24
本研究旨在瞭解松年大學學員自我導向學習傾向與學習滿意度的實際情形,並分析兩者的關係。主要目的包含對松年大學的現況之了解;分析影響松年大學學員自我導向學習傾向與學習滿意度之相關因素;探討松年大學學員自我導向學習傾向與學習滿意度的關係,進而根據研究結果提出建議,供規劃與改進松年大學及老人教育教學活動之參考。
為達上述之目的,研究採文獻分析和實證調查進行。首先經由文獻探討,分析松年大學的現況;國內外學者對高齡學習者特性之相關研究;自我導向學習傾向與學習滿意度的理論與相關實證研究,以建構本研究的理論基礎;其次,根據上述基礎編製研究工具,以松年大學九十學年度五十五歲以上的學員為研究對象,以多階段叢集法進行抽樣,並經正式施測後,實得有效樣本616份。將所得的資料以統計方法分析,歸納所得結果,獲得以下六項結論:
一、松年大學學員自我導向學傾向頗高。
二、松年大學學員學習滿意度頗高。
三、松年大學學員自我導向學習傾向隨其不同背景變項而有差異,男性、
農漁牧、年級愈高、基督教、鄉鎮地區之學員,擁有較高的自我導向
學習傾向。
四、松年大學學員的學習滿意度隨其不同背景變項有差異,農漁牧、小學
教育程度、基督教、鄉鎮地區之學員,擁有較高的學習滿意度。
五、松年大學學員自我導向學習傾向與學習滿意間有顯著正相關。
六、松年大學學員自我導向學習傾向的「喜愛學習」層面對學習滿意度最
具預測力。
依據研究結論,本研究提出建議:
一、對松年大學的建議
(一)擴大開辦分校,提供弱勢高齡者教育機會。
(二)加強學習環境硬體設備。
(三)定期舉辦教師、行政人員研討會。
(四)發展松年大學課程,彙編自學式教材與運用。
(五)培訓高齡者教育師資,發揮教學成果。
(六)加強學員自我導向學習輔導措施。
二、對松年大學教師的建議
(一)提供個別化教學,以因應學員的個別差異。
(二)瞭解學員的學習特性。
(三)培養研究部學員獨立研究的能力。
(四)鼓勵學員參與學習計畫的擬定。
(五)善用學員的先前經驗,增進學員成就感。
三、對松年大學學員的建議
(一)應意識學習的自主權,培養應用知識的能力。
(二)觀點轉化,肯定高齡者有學習的能力。
(三)妥善規劃學習時間管理。
(四)參與宗教活動與社會服務。
四、對老人教育有關單位的建議
(一)教育單位的積極輔導與參與,將有利推展。
(二)編製高齡者學習教材。
(三)成立高齡者教育師資培訓單位。
(四)建立高齡者教育師資任用標準。
(五)提供鄉鎮地區高齡者教育機會。
The purpose of research is to understand the student situations of the self-directed learning readiness and the learning satisfaction and to analyse both of them. The main aim is to understand the situations, to analyse the influencing factor of the self-directed learning readiness and the learning satisfaction and to explore the relationship of the self-directed learning and the learning satisfaction at Sung-Nien College. And according to the researchful conclusions, we offer the suggestions to plan and improve the reference of education activities of the elder education.
To achieve above purposes, the program is to adopt the literature analysis and empirical study. First, to build the theoretic basis, we must analyse the situations of Sung-Nien College ,the relative research of characters of the elder learner of domestic and foreign scholars and the theoretical and practical research of the self-directed learning readiness and the learning satisfaction through the literature exploration. Second, according to the theoretical basis, our study object is to over 55 old students
of academic year 2002 at Sung-Nien College. And we attain the effective samples 616 through multi-stage clusters. Last, we achieve the following six conclusions:
First, students have the higher self-directed learning readiness at Sung-Nien College.
Second, students have the higher learning satisfaction at Sung-Nien College.
Third, with the different student'' background varies such as male, farming, higher grades, Christianity and country , the self-directed Learning readiness is higher at Sung-Nien College .
Forth, with the different student'' background varies such as farming, primary school education, Christianity and country, the learning satisfaction is higher at Sung-Nien College.
Fifth, both of the self-directed learning readiness and learning satisfaction are positive relations at Sung-Nien College.
Sixth, the layer of the fond learning has a better forecast in the self-directed learning readiness
According to the conclusions of study, we offer the suggestions to the Sung-Nien College for reference of the planning and teaching projects.
First, suggestion to the Sung-Nien College:
1.To expand the branches of Sung-Nien College and supply the
changes of elder education.
2.To stress the hard equipment of the learning environment.
3.To take the periodic teacher and staff seminars.
4.To add the curriculums and make the self-learinig materials.
5.To cultivate the teachers of the elder education and show
the teaching conclusions.
6.To influence the counseling of self-directed learning to the
students.
Second, suggestion to the Sung-Nien College'' teachers.
1.To offer independent teaching to deal with the diverse
students.
2.To understand the learning characteristics of the students.
3.To cultivate the independent study'' abilities to the students.
4.To stress on participation in building of the learning plan.
5.To make use of the prior experiences, we can add the
achievements to students.
Third, suggestion to the Sung-Nien College'' students
1.To understand the learning autonomy and cultivate the
abilities of application knowledge.
2.To believe in their abilities and confidence.
3.To make use of the learning time management.
4.To take part in religious activities and social services.
Fourth, suggestion to the related elder education institutions :
1.To stress the counseling and participation on the education
institutions positively.
2.To make the elder learning materials.
3.To build the training units of the elder education about
teachers.
4.To build the employ standards of elder teacher education.
5.To supply the elder educational channels in countries.
第一章 緒論
第一節 問題背景與重要性…………………………………1
第二節 研究動機與目的……………………………………3
第三節 研究方法與步驟……………………………………6
第四節 名詞釋義……………………………………………8
第五節 研究範圍與限制……………………………………10
第二章 文獻探討
第一節 松年大學歷史沿革與現況………………………12
第二節 高齡學習者的概念與學習特性…………………26
第三節 自我導向學習的理論與相關研究………………31
第四節 學習滿意度的概念與相關研究…………………50
第三章 研究設計與實施
第一節 研究架構……………………………………………62
第二節 研究假設……………………………………………64
第三節 研究對象……………………………………………65
第四節 研究工具……………………………………………67
第五節 調查實施……………………………………………78
第六節 資料處理與統計方法………………………………79
第四章 研究結果分析與討論
第一節 樣本基本特性之分析………………………………81
第二節 松年大學學員自我導向學習傾向與學習滿意度
之分析………………………………………………………84
第三節 不同背景變項學員在自我導向學習與
學習滿意度之分析…………………………………………90
第四節 松年大學學員自我導向學習傾向與
學習滿意度關係之分析……………………………………125
第五章 結論與建議
第一節 研究發現…………………………………………131
第二節 結論………………………………………………136
第三節 建議………………………………………………140
參考書目
一、中文部分………………………………………………147
二、英文部分………………………………………………150
附錄
附錄一 松年大學自我導向學習傾向與學習滿意度
調查問卷(預試問卷)……………………………………160
附錄二 松年大學自我導向學習傾向與學習滿意度
調查問卷(正試問卷)……………………………………165
附錄三 致松年大學分校校長函…………………………170
附錄四 教師協助調查說明書……………………………171
附錄五 台灣基督長老教會總會松年大組織條例………172
附錄六 全國松年大學分校一覽表………………………173
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林淑娟(民86)。高雄市市民學苑成人學習者自我導向學習準備度之研究。國立高雄師範大學成人教育研究所碩士論文。
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高強華(民77)。諾爾斯成人教育論與羅傑斯學生中心論之比較。載於中華民國比較教育學會主編,終身教育,頁54。台北:台灣書店。
陳慧美(民81)。我國國小補校學生學習障礙之研究。國立台灣師範大學社會教育研究所碩士論文。
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二、英文部分
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