臺灣博碩士論文加值系統

本研究旨在透過問卷調查方式探討臺南市政府勞工局勞工育樂中心假日課程的教師教學風格對學員學習成效之影響以調節焦點為中介之跨層次研究，探討教師教學風格與學員學習成就的適配性為何，運用於教學實務上。研究對象係以臺南市勞工育樂中心勞工假日課程參與學員為研究對象，透過問卷調查方式，授課教師填寫教師教學風格問卷；上課學員填寫調節焦點問卷、學員學習成效問卷；採教師學生配對方式進行，問卷於課程結束當週進行實地發放，總計回收教師問卷14份，學員224份，研究結果發現如下:
一、 不同性別在調節焦點與學習成效有顯著差異，男性學員在調節焦點的得分高於女性學員，女性學員則在學習成效之表現高於男性學員。
二、 教學風格對學習成效是有正向顯著的影響，表示老師的教學風格越正向越活潑，評價就越高，學生的學習成效表現就越佳。
三、 調節焦點對學習成效亦有正向顯著影響，學員在預防焦點的得分越高表現出越正向的態度其學習表現越佳。
四、 教學風格對學習成效之影響受到調節焦點的完全中介，為提升學生學習成效須強化學生學習動機與培養正面學習態度，教師在課程教學過程中可藉由鼓勵學習方式提升學員自信心，從而增進學習動力，達到提高學習成效之目的。

The purpose of this study is to explore the influence of teachers' teaching styles on students' learning effectiveness in the holiday courses of the Labor Education Center of the Labor Bureau of Tainan City Government through a questionnaire survey. The research object was to take the participants of the labor holiday course of the Tainan Labor Education Center as the research object, and the teachers filled in the questionnaire of teachers' teaching style through questionnaire survey. Students fill in the adjustment focus questionnaire and student learning effectiveness questionnaire; A total of 14 teacher questionnaires were collected and 224 students were collected, and the results were as follows: There were significant differences between genders in moderating focus and learning effectiveness, with male students scoring higher than female students in moderating focus, and female students performing higher than male students in learning effectiveness. Teaching style has a positive and significant impact on learning effectiveness, which means that the more positive and lively the teacher's teaching style, the higher the evaluation, and the better the students' learning effectiveness. Adjusting focus also had a positive effect on learning outcomes, with the higher the score of prevention focus, the more positive attitudes the participants, and the better their learning performance. In order to improve students' learning effectiveness, it is necessary to strengthen students' learning motivation and cultivate positive learning attitudes.

目錄
致謝..............................................................................................................................................i
摘要............................................................................................................................................ii
ABSTRACT..............................................................................................................................iii
目錄............................................................................................................................................iv
表目錄........................................................................................................................................vi
圖目錄......................................................................................................................................vii
第壹章 緒論...............................................................................................................................1
第一節 研究背景與動機.......................................................................................................1
第二節 研究目的...................................................................................................................4
第三節 研究流程...................................................................................................................5
第四節 名詞釋義...................................................................................................................6
第貳章 文獻探討.......................................................................................................................8
第一節 教師教學風格...................................................................................................8
第二節 學生學習成效.........................................................................................................10
第三節 調節焦點.................................................................................................................12
第四節 教師教學風格、學生學習成效與調節焦點之關聯性探討...................................15
第參章 研究方法.....................................................................................................................19
第一節 研究架構.................................................................................................................19
第二節 研究假設.................................................................................................................20
第三節 研究對象及抽取方式.............................................................................................20
第四節 研究問卷設計.........................................................................................................20
第五節 資料分析方法….....................................................................................................27
第肆章 資料分析.................................................................................................................29
第一節 研究樣本.................................................................................................................32
第二節 描述性統計分析.....................................................................................................36
第三節 問卷提項統計分析.............................................................................................36
第四節 量表信效度分析.....................................................................................................41
第五節 變異數分析….....................................................................................................42
第六節 教學風格、調節焦點、學習成效之結構方程模式分析….....................................43
第伍章 結論與建議.................................................................................................................45
第一節 研究結果.................................................................................................................45
第二節 研究建議.....................................................................................................46
參考文獻...................................................................................................................................47
附錄一.......................................................................................................................................55
附錄二.......................................................................................................................................56
附錄三.......................................................................................................................................58
附錄四.......................................................................................................................................60

 
表目錄
表3-1教師教學風格調查卷........................................................................................22
表3-2調節焦點量表.....................................................................................................24
表3-3學生學習成效調查量表.....................................................................................26
表4-1受訪者教師特性表............................................................................................30
表4-2受訪者學員特性表............................................................................................31
表4-3受訪教師性別分析結果....................................................................................32
表4-4受訪學員性別分析結果....................................................................................32
表4-5受訪教師年齡分析結果....................................................................................33
表4-6受訪學員年齡分析結果....................................................................................33
表4-7受訪教師學歷分析結果....................................................................................34
表4-8受訪學員學歷分析結果....................................................................................34
表4-9受訪教師授課時數分析結果............................................................................35
表4-10教師教學風格衡量描述性統計分析..............................................................36
表4-11學生學習成效描述性統計分析......................................................................38
表4-12調節焦點描述性統計分析..............................................................................39
表4-13本研究構念信度分析結果..............................................................................41
表4-14本研究構念相關分析結果..............................................................................41
表4-15性別在預防焦點的分析結果..........................................................................42
表4-16性別在學習成效的分析結果..........................................................................42
表4-17學風格對學習成效影響的分析結果..............................................................43
表4-18教學風格、調節焦點對學習成效影響的分析結果......................................44

 

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