臺灣博碩士論文加值系統

本研究旨在探討不同人格特質的學生，在跨領域專題導向課程的自我導向學習。本研究之跨領域專題導向課程是由三門不同領域的課程組成，課程分別為「教育社會學」、「兒童英語教學」與「音樂與身心靈管理」，以53位選修此三門課程的學生為研究對象，採「單組前後測設計」之實驗，進行為期18週的課程。本研究之課程內容除了教授原課程中的基礎知識外，仍有九次的共同課程，包含移地教學、業師演講、技能培育工作坊等。專題作品的呈現為專題影片和海報，由研究對象以小組合作方式完成，並於學期末在校內展示。研究資料的蒐集為透過問卷調查，並輔以質性資料的佐證，例如訪談、學習單等，以增強研究嚴謹性，研究結果為：
1. 經過跨領域專題導向課程後，學習者自我導向學習之「效率學習」構面有顯著提升。
2. 經過跨領域專題導向課程後，不同性別的學習者其自我導向學習在「整體」
和其他構面皆未達顯著提升。
3. 經過跨領域專題導向課程後，管理學院的學習者其自我導向學習在「整體」、「效率學習」和「主動學習」構面有顯著提升；人文社會學院的的學習者其自我導向學習則在「主動學習」構面有顯著提升。
4. 經過跨領域專題導向課程後，教育社會學班級的學習者其自我導向學習在「整體」和「創造學習」構面不但未能顯著提升反而下降；音樂與身心靈管理班級的學習者其自我導向學習在「效率學習」構面有顯著提升；兒童英語教學班級的學習者其自我導向學習在「主動學習」構面有顯著提升。
5. 經過跨領域專題導向課程後，不同跨領域課程經驗的學習者其自我導向學習在「整體」和其他構面皆未達顯著提升。
6. 不同背景變項的學習者，如不同性別、不同學院、不同班級和不同跨領域課程經驗，其自我導向學習不論是在「整體」或其他構面皆未有所差異。
7. 在跨領域專題導向課程中，學習者人格特質為「外向性」、「開放性」、「嚴謹性」和「宜人性」與自我導向學習有顯著相關，經由分析後發現「嚴謹性」和「宜人性」皆能解釋自我導向學習，又以「嚴謹性」的解釋力最高。
8. 經過跨領域專題導向課程後，多數學習者認為本課程模式創新，課程活動能達到做中學，更透過與人交流互動，了解到不同領域的知識，創造一個良好的學習經驗。

The aims of this study were to understand the effects of student’s personality on his or her Self-directed Learning in an interdisciplinary project-based learning course which was composed of three courses in different learning areas, and the courses are “Sociology of Education”, “Teaching English to Children” and “Music Therapy and Mind Management”. The study was conducted with one group pretest posttest research design at a university in Taipei, Taiwan. A total of 53 students participated in this course. During the 18 weeks of the course, each session was 3 hours per week.
The content of the course included regular class sessions, and nine common curriculums, including field research, speeches, and workshops. There were 3-6 students in one group, and each group needed to generate an original flim and a poster as the final project of the course. Through the experiment, valid questionnaires were collected through a web-based survey system to measure students’ personality and Self-directed Learning while qualitative data were also collected and analyzed from students’ interviews, feedback, class worksheets, and observation notes from several teaching assistants. They were used as supports for explanation of quantitative research results.
The results of the study are as the following:
1. After the interdisciplinary project-based course, the “Effective Learning” sub-construct of the variable, Self-directed Learning, has been significantly improved.
2. After the interdisciplinary project-based course, the students of both genders have not significantly improved their self-directed learning.
3. After the interdisciplinary project-based course, the students from the faculty of Management have significantly improved their Self-directed Learning in terms of “the overall Self-directed Learning”, the “Effective Learning” sub-construct, and the “Active Learning” sub-construct; the students from the faculty of Liberal Arts and Social Sciences have significantly improved their Self-directed Learning in the “Active Learning” sub-construct.
4. After the interdisciplinary project-based course, the students from Sociology of Education course have significantly declined their Self-directed Learning in terms of “the overall Self-directed Learning” and the “ Creative Learning” sub-construct; the students from Music Therapy and Mind Management course have significantly improved the “Effective Learning” sub-construct of Self-directed Learning; the students from Teaching English to Children have significantly improved the “Active Learning” sub-construct of Self-directed Learning.
5. After the interdisciplinary project-based course, the students of different Interdisciplinary project-based learning experience have not significantly improved their Self-directed Learning.
6. There is no difference in Self-directed Learning for students with different background, such as gender, faculty, course and learning experience.
7. Most of the students’ personality characteristics are significantly correlated to Self-directed Learning in the interdisciplinary project-based course, and “Conscientiollsness” can explain the most of the variations.
8. Based on the qualitative feedback, most of the students think that this is an innovative curriculum, they can interact and learn the knowledge with people from different fields, and also this curriculum can allow them “learning by doing”.

摘要 I
ABSTRACT III
致謝 V
目錄 VI
圖目錄 VIII
表目錄 IX
第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第三節 名詞釋義 5
第四節 研究範圍與限制 6
第五節 研究之重要性 7
第二章 文獻探討 8
第一節 專題導向學習 8
第二節 跨領域專題導向學習 10
第三節 自我導向學習 13
第四節 人格特質 17
第三章、研究方法 20
第一節 研究架構 21
第二節 研究流程 22
第三節 研究假設 24
第四節 研究對象 26
第五節 研究工具 28
第六節 課程教學設計 34
第七節 資料處理與分析 40
第四章 研究結果 42
第一節 自我導向學習之描述性統計 42
第二節 不同背景變項的學習者的自我導向學習之前後差異 44
第三節 不同背景變項的學習者在自我導向學習之差異 52
第四節 人格特質與自我導向學習相關性與解釋結果 56
第五節 量化資料綜合整理 58
第六節 質性資料分析 60
第五章 結論與建議 78
第一節 結論 78
第二節 建議 83
第六章 參考文獻 86
附錄一 課程大綱 92
附錄二 共同課程內容 93
附錄三 自我導向學習傾向量表 95
附錄四 五大人格特質量表 97
附錄五 訪談大綱 99

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