University of Macau / Faculty of Education

本研究旨在了解國民中學導師專業教育背景、管教態度對學生生活適應之影響。因此 ，所探討的問題計有：（一）導師性別對學生生活適應是否有影響？（二）導師專業 教育背景對學生生活適應是否有影響？（三）導師管教態度對學生生活適應是否有影 響？（四）導師性別與專業教育背景對學生生活適應是否有交互作用影響？（五）導 師性別與管教態度對學生生活適應是否有交互作用影響？（六）導師專業教育背景與 管教態度對學生生活適應是否有交互作用影響？ 本研究採用問卷調查法 研究對象取自台北市九所國民中學四十八個班級，學生二、 ○九四人（男生一、○四四人，女生一、○五○人）。研究工具為自編「導師管教態 度問卷」及路君約教授修訂之「少年人格測驗」。統計方法採用項目分析，t 考驗及 變異數分析等方法。 全文共一冊，約八萬字，分為六章二十五節，第一章緒論，說明研究動機與目的，研 究問題與假設，及重要名詞詮釋；第二章文獻探討，分別探討生活適應的意義、歷程 及衡量，教師性別對學生生活適應的影響，教師專業教育背景對學生生活適應的影響 ，及教師管教態度對學生生活適應的影響；第三章研究方法，說明研究對象、研究工 具、調查步驟、及資料處理；第四章研究結果；第五章結果討論；第六章結論與建議 ，根據結論提出建議供師資訓練機構、學校教師及未來研究者之參考。

林嘉嘉. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 331-348). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Lin jia jia. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 331-348).

本研究旨在探討學校設施品質與教育成果之關係，以臺灣區公立普通高級中學共計127所學校為研究對象，並依各縣（市）行政區的國立和縣（市）立校數比例，分層抽取74所學校作為研究樣本。 本研究的自變項為學校設施品質。依變項為教育成果，包括教師態度、教師異動行為、學生態度、學生偏差行為和學生學業成就。控制變項為學生基礎學力和社經地位。為蒐集相關資料，本研究自編「學校設施品質與師生態度問卷」，以教師為問卷填答對象，總共發出問卷888份，回收772份，回收率為86.94%。另編製「教師異動情形、學生家庭經濟狀況及學生紀律行為調查表」，以校長為調查對象，總共發出調查表74份，回收67份，回收率為90.54%。學生學業成就係以各校參加大考中心辦理之學科能力測驗平均成績的原始級分，轉換為20級參照等級作為代表。 本研究主要目的在了解臺灣區公立普通高級中學學校設施品質現況，以及學校設施品質與教師組織承諾、教師異動行為、學生學習態度、學生偏差行為和學生學業成就的關係，並試圖建立學校設施品質與教育成果關係模式。研究者使用SPSS for Windows 18.0版和LISREL 8.52版，進行描述性統計、相關分析、變異數分析和因果路徑分析等統計分析，獲得結論如下： 一、臺灣區公立普通高中的學校設施品質屬於中高程度，校際之間有落差。 二、「學校類型」、「學校轄屬」、「學生性別偏向」、「學校規模」和「學校密度」等背景變項，對於學校設施品質有所影響。「學校密度」最能反映學校設施品質。 三、學校設施品質與教師的組織承諾呈中度正相關。「舒適的教室環境」、「充足的E化設備」和「完善的建築機能」等學校設施品質因素能有效預測教師的組織承諾。 四、學校設施品質與學生的學習態度呈中度正相關。「舒適的教室環境」、「良好的設施維護」和「完善的建築機能」等學校設施品質因素，能有效預測學生的學習態度。 五、學校設施品質與學生偏差行為呈低度負相關。學校在「完善的建築機能」表現愈好，學生偏差行為就愈少。 六、學校設施品質與學生學業成就呈低度正相關，「多元的學習空間」能有效預測學生學業成就。 七、在學生學業成就上，學校設施品質對於基礎學力低的學校比基礎學力高者，有更大的正面影響力。 八、學校設施品質對於學生學業成就的影響來自間接效果，由「教師態度」、「學生態度」和「學生偏差行為」扮演中介的角色。 九、學校設施品質與教育成果關係的實證模式經驗證確立，學校背景變項影響學校設施品質，學校設施品質直接影響教師態度和學生態度，並以間接方式影響學生行為和學生學業成就。 最後，依據研究結論提出建議，供作學校設施規劃設計、教育決策者政策制定及未來研究之參考。 / The purpose of this study was to explore the relationship between the quality of school facilities and educational outcomes. The quality of school facilities is measured using five elements, viz. comfortable classroom, facilities maintenance, IT equipment, multiple learning spaces, and architecture functions. The population of this study was 127 public senior high schools in Taiwan, and 74 schools in the population was stratified chosen as samples. Six major data components were used to complete this study. The first component is the quality of school facilities, the second component is the attitude of the teachers, and the third component is the attitude of the students. To obtain this information, 888 teachers were invited to complete the Assessment of School Facilities Quality and the Attitude of Teachers and Students Questionnaire, where 772 questionnaires were returned. The return rate was 86.94%. The fourth and the fifth components are the turnover rate of the teachers and demerit rate of the students of each school which were obtained from principle survey. The sixth component is the score rank from the General Scholastic Ability Test for each senior high school in Taiwan. A series of statistical methods such as descriptive statistics, Pearson product-moment correlation, ANOVA, multiple regression analysis, and structural equation model, were conducted to analyze the collected data. It is found that school facilities quality is related to educational outcomes. Students performed better in schools with good quality of school facilities. The conclusions of this study can be illustrated as followed: 1. The averaged quality of school facilities is moderate-high level for public senior high schools in Taiwan; however the quality differences among schools do exist. 2. School context variables, viz. school type, school objection, student sex, school size, and school density will all affect the quality of school facilities. 3. Quality of school facilities is positively correlated to teacher organizational commitment, student learning attitude, and student academic achievement. Nonetheless, quality of school facilities is negatively correlated to student rule-violating behavior and teacher turnover rate, whereas the latter is not significant. 4. In terms of student academic achievement, quality of school facilities has more significant influence on schools with students having lower academic performance than those with higher academic performance. 5. Quality of school facilities directly affects teacher organizational commitment and student learning attitude. Meanwhile, quality of school facilities indirectly affects student academic achievement and student rule-violating behavior. In this study, relationships between quality of school facilities and several educational outcomes were examined. Some significant results were observed and suggestions on possible adjustments were made. Hopefully these results and suggestions can be useful to school planners and related government officials for future reference.

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

傳統性警察勤務的發展多以其自身的想法做為考量，為使更能充分顧及並反應民眾的需求；試著從青少年學生家長的角度出發，討論有關於社區及校園的治安需求與滿意度，期望能提供警政單位對青少年犯罪預防的實際作為，以及達到與民眾的對話互動溝通。本研究依據文獻回顧及實際訪問國中老師，研擬出本研究構面，包含家長個人特質、治安需求、治安滿意度及環境知覺等四大項，並以臺北縣三重市國民中學為取樣對象，共計發出1,400份問卷予學生家長，回收之有效問卷共計588份，有效回收率為52%。本研究發現如下所示： 1.透過因素分析可將治安需求歸納出七個因素內容，並命名為學生人際互動因素、上下學安全因素、校外犯罪因素、防範偏差行為因素、社區治安因素、犯罪責任因素及實質危害事件因素等。治安滿意度也可歸納出三項因素內容，並命名為社區治安因素、犯罪預防因素及治安勤務規劃因素等。 2.運用單因子變異數分析及雪費事後檢定，將家長個人特質與治安需求進行差異分析。研究發現：家長個人特質的不同，對於治安需求的內容項目，具有部分顯著差異。 3.利用單因子變異數分析及雪費事後檢定，將家長個人特質與治安滿意度進行差異分析。研究發現：家長個人特質的不同，對於治安滿意度的內容項目，具有部分顯著差異。 4.運用單因子變異數分析及雪費事後檢定，將家長個人特質與環境知覺進行差異分析。研究發現：家長個人特質的不同，對於環境知覺具有部分顯著差異。 5.透過相關分析的結果發現：治安需求與治安滿意度對於環境知覺整體上具有顯著相關。 透過本研究的實證結果，並提出建議，包含社區的互助合作、學校硬體設施的加強及相關課程的增加、警政單位的勤務改善以及貼近民眾需求和整體治安政策等。準此，本研究應具有實務應用之參考價值。 關鍵詞：青少年學生家長 治安需求 治安滿意度 環境知覺 三重市 國民中學 / The development of traditional police duty is mostly based on polices’ thoughts to fully tell and reflect the demand of general public.This study starts from the viewpoints of parents of adolescents to discuss the security demand and satisfaction of community and school hoping to provide police and government practical ways to prevent juvenile crime, and to reach the interactive communication with general public. This study is based on the review of information and real interviews with junior-high school teachers that analyze and propose the structure of this study, which includes four big aspects: parents’ personalities, security demand, security satisfaction, awareness of environment, and etc. Furthermore, this study is instantiated from public junior high schools in San-Chong City, Taipei County. The total questionnaire surveys issued are 1400 copies to students’ parents. The retrieved valid questionnaire surveys are 588 in total, and the retrieve rate is 52%. This study has found out as below shows: 1. Through factor analysis, security demand can be attributed to 7 factors of content, and are named as: students’ interactive factor of human relationship, safety factor of going to and returning from school, criminal factor outside school, prevention from factor of deviant behavior, factor of community security, and factor of crime responsibility and factor of real harmfulness incident. Security satisfaction can also be categorized into three factors of content and are named as: factor of community security, crime prevention factor, and factor of security routine plan. 2. By the application of One-Way ANOVA and Scheffe' Method, parents’ personalities and security demand are undertaken the difference analysis. The study finds out that there is a partially obvious difference among parents with different personalities as to the content items of security demand. 3. By the application of One-Way ANOVA and Scheffe' Method, parents’ personalities and security satisfaction are undertaken the difference analysis. The study finds out that there is a partially obvious difference among parents with different personalities as to the content items of security satisfaction. 4. By the application of One-Way ANOVA and Scheffe' Method, parents’ personalities and awareness of environment are undertaken the difference analysis. The study finds out that there is a partially obvious difference among parents with different personalities as to the content items of awareness of environment. 5. Through the results of relevant analysis, it reveals that security demand and satisfaction as to awareness of environment are obviously correlative. This study provides suggestions based on the empirical results, including mutual support and cooperation in the community, the improvement on the hardware facilities in school and the increment of relevant courses, and the improvement on polices’ and governments’ routines as to comply with general public needs and the suggestions on overall security policies. Therefore, this study provides valuable reference for application of police duty. Key Words：parents of adolescents security demand security satisfaction awareness of environment San-Chong City junior-high school

本研究旨在探討如何設計以建構主義為基礎的網際網路合作學習環境，以研發二次函數網際網路課程，並藉由實驗研究法分析在網際網路合作學習情境中，不同的學習型態與認知風格對於學習成效之影響，最後以質性研究法探討學生合作互動歷程之認知模式及相關影響因素，並分析學生學習二次函數易犯之錯誤類型。 本研究使用之研究方法包括學習軟體研發、實驗研究法、問卷調查法、晤談法、及內容分析法。研究者首先研發及評量「二次函數網際網路課程」，並隨機選擇國民中學二年級學生60名為研究對象，依學習型態及學生認知風格分成內控單獨組、外控單獨組、內控合作組、外控合作組、內外控混合合作組等五組進行教學實驗。俟教學實驗後進行紙筆測驗、問卷調查、及晤談，研究者並搜集學生在電子白板上的對話進行內容分析。根據研究結果分析，本研究主要之結論如下： 一、網際網路合作學習環境有助於學生學習數學二次函數概念在網際網路合作學習環境中，提供合作的視覺學習環境，協助學習者多重轉化代數表徵成為幾何表徵的動態網頁，使學習者在不同條件脈絡中進行比較、反思，以了解二次函數中代數與幾何的關係，已有具體的教學成效。 二、 在網路學習環中，不同認知風格的學生在個別學習效果上有差異存在在網際網路個別學習環境中，內控組的學習成效顯著優於外控組。即在網際網路學習環境中，採用個別學習策略，具外控取向特質的學習者，學習成效不佳；而具內控取向特質的學習者，有較佳的學習成效。 三、在網路學習環境中，不同認知風格的學生在合作學習效果上未有顯著差異存在在網際網路合作學習環境中，內控合作組、外控合作組、及內外控混合合作組的學習成效無顯著差異。研究顯示透過合作學習可提升外控取向學習者的學習成效，淡化認知風格對學習者的影響。 四、 網際網路合作學習互動歷程為個人建構、群體澄清、知識重構、群體重構的認知改變模式在網際網路合作學習互動歷程中，個人先形成自我的知識概念，並將個人建構的基模公開呈現與他人分享，當個體的認知概念間產生差異時，合作群體間即產生質疑，並提出澄清，經澄清後合作群體彼此協商，重構知識、統合意見並產生共識，即成為合作小組的認知概念。 五、 同儕模式的網際網路合作學習方式缺少高支持性鷹架結構以同儕為基礎的網際網路合作學習環境中，因學生的先備知識不足及溝通技巧的缺乏，容易產生錯誤概念的學習及習得片斷的知識。是以，針對年齡小或能力低的學習者所設計的網際網路合作學習課程，教師的參與討論與互動是必要的，以能提供學習者高支持性鷹架結構。 六、 在網際網路合作學習環境的互動歷程中，外控取向學習者佈題的行為多於內控取向學習者研究中發現外控取向學習者佈題的行為多於內控取向學習者，內控取向學習者解題的行為多於外控取向學習者。 根據研究結果，本研究提出下列建議，以供教學者、教學媒體設計者、教育行政單位、及後續研究者之參考： 一、應整合學科專家、教育專家、電腦網路程式設計師、美術專業人士以研發更符合學習者需求的網路課程。 二、宜針對學習者特性提供不同的網路教學策略，使建構的網際網路課程更符合學習者的需求。 三、在網際網路合作學習環境中，課程設計應以討論情境、分享知識、及解決問題為主，始能提升合作成效。 四、宜訂定網路界面設計標準及評鑑指標，以做為網路課程發展的依據。 五、在網際網路合作學習環境中，教師應適度參與學生的討論活動，提供鷹架支持的功能。 六、應加強國家整體網路基礎建設，使能改善網路教學品質，提高學習成效。 / The Purpose of this study is threefold.　One is to explore how to design a quadratic function internet curriculum in the internet computer-based collaborative learning environment, based on constructivism. Second, learning effects of different learning styles and cognitive styles in the internet collaborative learning context are analyzed through empirical research methods. Third, the students' cognitive modes and other relative factors in the collaborative learning interaction process, as well as the students' frequent error types in learning quadratic functions, are identified and analyzed through qualitative research methods. The research methods adopted in this study include the development of learning software, empirical research methods, questionnaires, interviews, and content analysis. The researcher first developed and assessed the "internet curriculum of quadratic functions", and selected 60 second graders of a junior high school as research subjects, according to the students' learning and cognitive styles, and categorizing them into the group of internal locus of control with individual learning, the group of external locus of control with individual learning, the group of internal locus of control collaborative learning, the group of external locus of control with collaborative learning, and the group of mixing internal-external locus of control with collaborative learning to implement teaching experiments. After the experiments were finished, the research conducted a written test, questionnaire surveys, and interviews. Besides, the students' dialogue data on Bulletin Board System was collected and analyzed. Based on the analysis results of this study, the main conclusionsare as follows: 1. Internet collaborative learning environment facilitates students learning the concepts of quadratic functions. In the environment of the internet collaborative learning, interactive web pages provide visualized collaborative learning context, assist learners to transform algebraic representation into geometric representation, and give learners opportunities to compare and rethink in different conditions about the relations of algebra and geometry in quadratic functions.　All of which have been proved to have concrete learning effects. 2. In the environment of the internet learning, individual learning effect differences exist among students of different cognitive learning styles. In the environment of the internet individual learning, learning effects of the external control group are better than those of the internal control group. In other words, learners with external locus of control, using individual learning strategies do not have good learning effects.　However, learners with internal locus of control have better learning effects. 3. In the environment of the internet learning, there is no significant differences among students with different cognitive styles. In the environment of the internet collaborative learning, the learning effects among the group of internal locus of control collaborative learning, the group of external locus of control with collaborative learning, and the group of mixing internal-external locus of control with collaborative learning show no significant differences.　This study shows collaborative learning help improve the learning effects of learners with external locus of control, and ease the impacts of cognitive styles on learners. 4. The interaction process of the internet collaborative learning is a cognitive revolution of individual construction, group clarification, knowledge reconstruction, and group reconstruction. In the interaction process of the internet collaborative learning, individuals form self knowledge concepts, and shares their self-constructed sckema with other people. When individual cognitive differences occur, there will be questioning, clarifying, negotiating, reconstructing the knowledge, integratingopinions, and reaching common agreements, which will become the cognitive concepts of the collaborative group. 5. Peer collaborative learning on the internet lacks highly-supportive scaffolding structures. In the context of peer collaborative internet learning, it is easy for students to learn incorrect concepts and incomplete knowledge content, owning to their insufficient prior knowledge and communication skills. Therefore, in designing the internet collaborative learning curriculum for young or incompetent learners, it is a must to involve the teachers to join the discussion and interaction, in order to provide learners highly-supportive scaffolding structures. 6. In the interaction process of the internet collaborative learning, learners with external locus of control have more problem posing behaviors than those with internal locus of control. The study finds that learners with external locus of control have more problem posing behaviors than those with internal locus of control. On the other hand, learners with internal locus of control have more problem solving behaviors than those with external locus of control. Based on the research results, this study proposes the following suggestion for the reference of teachers, educational media designers, education admonitions, and future researchers: 1. Discipline experts, education experts, internet engineers, computer programmers, art designers should cooperate to develop the internet curricula which meet learners' needs more perfectly. 2. Different internet teaching strategies should be provided based on learners' characteristics, in order to make the constructed internet curricula meet learners' needs more perfectly. 3. In the environment of internet collaborative learning, syllabus design should be mainly on discussing situations, sharing knowledge, and solving problems, in order to facilitate collaboration effects. 4. It is better to set the internet interface design standards and evaluation indexes to provide a basis for the internet curricular development. 5. In the environment of the internet collaborative learning, teachers should attend students' discussions when needed, functioning as scaffolding support. 6. National Information Infrastructure should be improved to have higher internet learning quality and thus to enhance learning effects.

University of Macau / Faculty of Education