臺灣博碩士論文加值系統

本研究旨在依據Ausubel的前導組織理論，探討前導組織應用於軍事訓練專長學習成效、學習動機及群體認同感之影響，以在訓練前是否實施前導組織做區分，另外也分析不同役別對上述依變項的差異。研究者從事陸軍部隊通信無線電專長教育訓練人員，針對基層之士兵訓員，合計257員，區分實驗組及對照組，實驗組在訓練課程前實施前導組織課程，兩組後續實施一個月的專長訓練，並在訓練結束前的專長實作測驗紀錄學習成績作為學習成效分析之依據。本研究收集前導組織分數，表現對訓練的了解程度與訓期的想法，兩組訓員均實施訓練前的問卷，訓練結束前紀錄學習成績，並針對實驗組與對照組內成績較優及較差人員，隨機抽選共計11員訓員實施深度訪談，以搭配研究數據分析。實驗結果顯示，在訓練前加入前導組織課程，訓員對訓練之了解、學習態度、群體認同感與學習成績均有顯著提升；部訓人員之成績與學習心態整體表現最佳，而軍事訓練役轉服人員的學習成績進步較多。此研究結果應用在教學方面，建議課程前可實施前導組織，而不同班隊與軍事背景之訓員，可調整前導組織內容，強化訓員學習態度與成效，以發揮學習效果。

The purpose of this research is to explore the effects of advanced organizers on the effectiveness of military training speciality, learning motivation, and group identity based on Ausubel’s leading organization theory, so as to distinguish whether advanced organizers are implemented before training. In addition, it also analyzes the impact of different services on the above the difference in dependent variables. The researcher is engaged in the training of military communications and radio speciality. Targeting soldier trainers, a total of 257 qusetionnaires, distinguishing the experimental group and the control group, the experimental group implements a leading organization course before the training course, and the two groups implement one-month specialization training. Before the end of the training, teacher records the final test score of academic performance as a basis for learning effectiveness analysis. This study collects the scores of the leading organizations to express their understanding of training and their ideas about the training period. Both groups of trainers were implemented pre-training questionnaires, researcher recorded their academic performance before the end of training. A total of 11 trainers are randomly selected to conduct interviews to match research data analysis. The experimental results show that by arranging the advanced organizers course before training, the trainers’ understanding of training, learning attitude, group identity and academic performance have been significantly improved; the overall performance and learning attitude of the trainers with experience in work are the best , while the academic performance of those transferred from recruit training was better than those in the control team. The results of this research suggest that advanced organizer can be implemented before the course. Trainers of different teams and military backgrounds can adjust the content of the advanced organizers to strengthen the training attitude and effectiveness of the trainers.

目錄
摘要 I
Abstract II
謝誌 IV
目錄 V
表目錄 IX
圖目錄 X
第一章緒論 1
1.1研究背景與動機 1
1.2研究目的與問題 3
1.3 研究範圍與限制 4
第二章 文獻探討 5
2.1學習前導組織 5
2.2學習動機理論 7
2.3激勵學習策略 9
2.4組織認同 10
2.5組織認同量表 11
2.6學習成效 12
第三章 研究方法 14
3.1 研究架構 14
3.2 實驗個案現況 15
3.3 研究方法設計 17
3.4 問卷設計與調查 19
第四章 研究結果與分析 25
4.1 前導組織的影響 26
4.2 前導組織與學習動機之分析 27
4.3 前導組織與群體認同感之分析 28
4.4 前導組織與成績之分析 30
4.5 役別與依變項之關係 30
4.6 深入訪談 39
4.7研究探索 42
第五章 結論與建議 43
5.1 結論 43
5.2 本研究實證結果之檢討 46
5.3 建議及未來研究方向 47
參考文獻 51

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