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研究生:陳明哲
研究生(外文):Ming-che Chen
論文名稱:全語言教學取向應用於技職校院國際企業課程之研究
論文名稱(外文):A Study on Applying the Whole Language Approach to International Business Program in Colleges and Institutes of Technological and Vocational Education
指導教授:戴文雄戴文雄引用關係
指導教授(外文):Wen-shung Tai
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:工業教育學系
學門:教育學門
學類:專業科目教育學類
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:312
中文關鍵詞:全語言教學取向國際企業課程學習動機學習策略
外文關鍵詞:the whole language approachinternational business programlearning motivationlearning strategies
相關次數:
  • 被引用被引用:3
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  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:4
本研究係將北美有史以來,影響教師最大的教學派典─全語言教學取向,應用於技職校院國際企業課程,以培育全球化職場之一般與專業工作能力。所使用的研究工具主要包括「激勵的學習策略量表」及「國際企業課程全球化職場工作能力認知量表」,並以國立台中技術學院銀行保險系二技三年級兩班學生合計76人為研究對象,在施以16週對抗平衡設計之實驗教學下,予以探究全語言教學取向與講述教學取向,其國際企業課程之學習動機、學習策略與能力認知之因果模式。實驗教學所得資料以獨立樣本t考驗、重複量測分析、皮爾森積差相關、典型相關分析及結構方程模式等統計方法考驗各項假設。
研究結果顯示,在採取全語言教學取向之場合,以國際企業課程之學習動機與學習策略為自變項,而以國際企業課程之能力認知為依變項;學習動機與學習策略存在正向關係;學習動機與學習策略對能力認知亦存在正向的影響關係,上述因果模式具有良好的適配度,惟在採取講述教學取向之場合,則上述模式之內外在品質均不佳。
This study was to apply the whole language approach, the first name in North American history that such a large number of teachers have changed paradigm, to international business program to cultivate the general and professional competence in global workplace. The Motivated Strategies for Learning Questionnaire (MSLQ) and the competence awareness inventory pertaining to international business program for global workplace were utilized. The study sample involved 76 students enrolled in the Department of Banking and Insruance at the National Taichung Institute of Technology in 2001. After conducting an experimental pedagogy with counterbalanced design lasting for 16 weeks. The cause-effect model among teaching approaches, learning motivation, learning strategies, and competence awareness were explored. Statistical tools such as independent-samples student t-test, repeated measures analysis, Pearson product-moment correlation, canonical correlation analysis, and structure equation modeling were employed to test null hypotheses.
It was found that there was a good fit of the model to the data for the whole language approach when the cause-effect model was constructed as: learning motivation and learning strategies were assigned as independent variables, competence awareness was served as dependent variable, learning strategies was positively related to learning motivation, and competence awareness was related to both learning motivation and learning strategies as well. However, such good fit of the model was not happened to the lecture approach.
中文摘要 I
英文摘要 II
目 錄 IV
圖 次 VII
表 次 IX
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 7
第三節 待答問題 8
第四節 研究假設 9
第五節 研究方法與步驟 10
第六節 研究範圍與限制 15
第七節 名詞釋義 17
第二章 文獻探討 19
第一節 全語言教學的回顧及展望 20
第二節 全語言教學的內涵 23
第三節 全語言教學的相關研究 53
第四節 美國的SCANS與澳洲的 KC 57
第五節 美國NBEA的國際企業教育國家標準 62
第六節 激勵的學習策略理論 86
第七節 教學取向、學習動機、學習策略
與學習成就的關係 91
第三章 全語言教學取向國際企業課程的設計 95
第一節 全語言教學取向國際企業課程的主題單元
與學習目標 96
第二節 全語言教學取向國際企業課程的教學策略 105
第三節 全語言教學取向國際企業課程的教學活動 121
第四節 全語言教學取向國際企業課程的教學評量
準則與工具 142
第四章 研究設計與實施 151
第一節 研究架構 151
第二節 研究對象 154
第三節 實驗設計 155
第四節 研究工具 156
第五節 實驗教學的實施 169
第六節 資料處理 172
第五章 資料分析與討論 175
第一節 實驗教學結果的敘述性統計資料分析 175
第二節 教學取向對能力認知的差異分析 189
第三節 教學取向對學習動機與學習策略
的差異分析 194
第四節 學習動機與學習策略的相關分析 201
第五節 學習動機、學習策略與能力認知
的相關分析 205
第六節 學習動機、學習策略與能力認知
的因果模式驗證分析 213
第六章 結論與建議 225
第一節 研究發現 225
第二節 研究結論 241
第三節 研究建議 245
參考文獻 251
一、中文部分 251
二、英文部分 255
附錄 271
附錄一:國際企業課程全球化職場工作能力
認知量表(預試) 271
附錄二:國際企業課程全球化職場一般工作能力及
專業工作能力(環境範疇)認知量表(正式) 276
附錄三:國際企業課程全球化職場一般工作能力及
專業工作能力(行銷範疇)認知量表(正式) 280
附錄四:國際企業課程激勵的學習策略正式量表 284
附錄五:全語言教學取向國際企業課程說明 291
附錄六:講述教學取向國際企業課程大綱 305
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張玉茹、林世華(民90)。全語言教學在國中英語課之實驗研究。師大學報:教育類,46(2),233-253。
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盧青廷(民82)。我國國民中學補習學校學生學習動機、學習策略與學業成就關係之之研究。國立台灣師範大學社會教育研究所未出版之碩士論文。
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