知識經濟概念之興起、政府對回流教育政策之改革，提升了在職進修意願，在職進修人數也日漸增加，在職進修研究生兼具在職者與研究生身份，多重角色的壓力可能使其產生學習困擾，而在職進修研究生對自身學習困擾之瞭解及採取合適的因應策略，亦越顯重要。 本研究旨在探討在職進修研究生學習困擾情況及採行因應策略之情形；探討不同背景變項，其學習困擾情況及因應策略之差異情況；並分析學習困擾與因應策略之間的關係，以提供相關教育主管機關或學校、在職進修者及有意進修者面臨學習困擾時為一參考。 本研究參酌相關文獻及資料，以問卷調查及訪談為研究工具，研究對象為國立臺灣師範大學在職進修研究生，對全體夜間班學生發出365份問卷，回收有效問卷273份，回收有效率為74.79％；訪談則抽取男、女生各三人，期藉由訪談來強化問卷分析之結論及找出其他學習困擾和可能之因應策略。 研究問卷以不同個人背景變項為自變項，考驗不同變項之學習困擾及因應策略是否有顯著差異。所得資料以SPSS 11.0版統計軟體進行描述性統計、單因子變異數分析、皮爾遜積差相關等分析，得到下列結論： 1.在職進修研究生以女性、31-40歲、已婚者居多，個人需負擔總家用比例 則以需負擔50％以上者最多，共佔58.4％；職業別則以軍公教者居多， 佔80.1％％；工作年資則以滿5年至未滿15年間為最多，佔56.7％； 工作負荷方面則以不需加班及需加班10小時以內者為最多，佔84.1％； 最主要就讀動機則以認知興趣及職業進展二者為最多，佔86.9％。 2.在職進修研究生之學習困擾程度為中等，以學習能力與成就困擾為最高。 3.不同的背景變項會影響在職進修研究生學習困擾感受程度。 4.在職進修研究生最常使用之因應策略為紓解調整策略、積極管理策略。 5.不同的背景變項會影響在職進修研究生因應策略之運用。 6.學習困擾與因應策略之間僅部分層面具有顯著相關。 根據上述結論，本研究提供以下建議： 1、對在職進修研究生就讀學校之建議： （1）提供在職進修研究生有關學習之諮詢。 （2）配合在職進修研究生學習所需，延長相關設施開放時間。 2、對在職進修研究生工作單位之建議--鼓勵並支持員工在職進修，促進 單位成長： 在職進修研究生所服務單位，長官及同事對於進修之認同與否，影響在職進修研究生學習困擾程度相當大；雇主應以員工進修可回饋單位之態度來予以進修者鼓勵，並適時予以支援及協助，創造雇主與雇員雙贏之局面。 3、對在職進修研究生及有意進修者之建議： （1）加強與家人、長官及同事之溝通技巧。 （2）瞭解自身學習困擾原因並以正向積極之態度面對學習困擾。 （3）加強自身英文、資訊等基本能力及時間管理技巧。 4、對未來相關研究之建議： （1）擴大問卷對象以瞭解更多學習困擾與因應策略狀況。 （2）採用縱貫性研究，以瞭解學習困擾及採行因應策略之動態過程。 / The purpose of this study is to inquire situation of learning disturbances and coping strategies for the in-service graduate students, to explore the situation of learning disturbances and coping strategies for the in-service graduate students when differing in personal characteristics, to analyze the relationship between the learning disturbances of in-service graduate students and their coping strategies, to provide the results of research to the correlated organizations and individuals for references and suggestion when confronting learning disturbances. The study methods were adopted within literature review, questionnaire and interview. The subjects are covered 365 National Taiwan Normal University students by after taking census from the all students. The background is independent variables in the questionnaire. The dependent variables are the learning disturbances and coping strategies. The collected data were analyzed with descriptive statistics, an ANOVA technique and Pearson product-moment correlation. Conclusions were made as the follows： 1. Female, 31-40 years old, married, bearing family livelihood, public employee, 5-15 years seniority, to work overtime under 10 hours are the major samples of the in-service graduate students. The major motives of learning are interesting and development of work. 2. The level of learning disturbances for the in-service graduate students is middle ,the most disturbance is learning achievement. 3. The learning disturbances for the in-service graduate students may be influenced by different personal-characteristics. 4. The in-service graduate students tend to use various coping strategies to solve the learning disturbances. 5. The coping strategies for the in-service graduate students may be influenced by different personal-characteristics. 6. There are some significant relations between the learning disturbances and coping strategies. To sum up, the conclusions of the study offers the related references and the suggestions for the correlated organizations, individuals and future researchers.

本研究旨在探討高職實用技能班學生學習行為及學習困擾的差異情形，並比較高職實用技能班學生學習行為及學習困擾的差異，以及高職實用技能班學生學習行為與學習困擾間的關係。 本研究以台灣地區高職實用技能班學生為研究對象，並以「高職實用技能班學生學習行為調查問卷」為施測工具進行問卷調查。有效樣本992 人。所得資料以平均數、標準差、t 考驗、單因子變異數分析、皮爾遜積差相關等統計方法加以處理及分析。綜合本研究之結果如下： 壹、實用技能班學生學習行為表現尚可，其中以學習態度最佳。 貳、實用技能班學生學習困擾不高，其中以家庭困擾最大。 參、不同性別的學生，學習行為與學習困擾有若干不同，女生在學習行為層面上，表現得比男生積極。 肆、不同年級的學生，學習行為與學習困擾有若干差異。 伍、公私立學校的學生，學習行為與學習困擾有若干差異，公立高職實用技能班學生在學習行為中的師生關係與學習滿意度，高於私立高職實用技能班的學生。 陸、就讀科別的不同，學習行為與學習困擾有若干差異。 柒、家庭氣氛的不同，學習行為與學習困擾有若干不同，家庭氣氛和諧愉快的學生，在九個學習行為層面上，表現均較家庭氣氛不和諧愉快學生來得積極。 捌、不同的父母相處情況，學習行為與學習困擾有若干不同。與父母相處融洽的實用技能班學生比與父母相處不融洽的學生呈現較為積極正向的學習行為。 玖、經濟情況的不同，學習行為與學習困擾存有差異。 最後，研究者依據研究所得結果提出幾點建議，作為學校教育、家長及未來研究之參考。 關鍵字：實用技能班、學習行為、學習困擾 / The purpose of thi s research on investigation is to analyze the relationship with technical program student’s study behaviors and learning difficulties in senior high school. The results of research will provide an education authority as references for technical program student educational policy, instructional material teaching reinforcement, curriculum design, and living guidance. To attain to the purpose of the study, the literature was firstly reviewed and discussed to build the framework of this study. And then the questionnaire survey was conducted to collect data. The instruments of the study include technical program student study behaviors and learning difficulties questionnaire was carried out. The samples were 992 students drawn from technical program class in senior high school in Taiwan. The data processes to discuss with correlation among variables, such as Descriptive Statistics, one-way ANOVA, T-test, F-test, Scheffe Rule of Post Hoc Tests, Pearson’s correlation statistics method etc. After data analyses, the main findings can be concluded as following: 1. The technical program students had positive attitudes toward in study behaviors. 2. Learning difficulties in technical program students are not serious ; But the family difficulties was an important factor to technical program student ‘s learning difficulties. 3. Gender differences influence technical program student ‘s study behaviors and learning difficulties. Girl’s study behavior are better than that of boys. 4. Grade differences was significantly related to technical program student ‘s study behaviors and learning difficulties. 5. There were significant differences in public school and private school student’s study behaviors and learning difficulties; The relationships between teacher and student in public school were significant differences than private school. 6. Skill differences was significantly related to technical program student ‘s study behaviors and learning difficulties. 7. Family atmosphere was an important factor to technical program student ‘s study behaviors and learning difficulties. Well family atmosphere’s student study behavior are better than that of poors. 8. The relationships between parents and child was significantly related to technical program student ‘s study behaviors and learning difficulties. Well relationships of parent and child had positive attitudes toward in study behaviors. 9. Family economic was significantly related to technical program student ‘s study behaviors and learning difficulties. Keyword: study behaviors , learning difficulties

國內關於華語文教學之研究多著重於漢語語音、詞彙、語法本身，以及不同國籍間之教材設計、對比分析等外在因素，關於外籍學習者本身學習情況之探討較為有限。外籍學生在全外語學習環境下產生的學習困擾，對於學習之影響力不容小覷。因此本研究旨在以半結構式訪談，深入瞭解台灣外籍學生於內在原因、外在原因，以及華語作為第二語言等原因之影響下，所產生的學習困擾與因應策略，並比較不同國籍、學習動機與目的、語言學習背景等研究對象之間的學習困擾及因應策略差異情形，提出結論及相關建議。 為達上述研究目的，本研究以質性研究方法中的訪談法進行研究，訪談五位曾在台灣學習華語超過一年以上之外籍學生，根據「台灣外籍學生學習困擾及因應策略訪談大綱」實施訪談，並將訪談資料整理歸納後，提出研究結果分析與討論及研究發現。根據本研究目的與問題，提出本研究結論如下： 一、引起受訪之外籍學生產生華語學習困擾原因中，最多為外在原因，其次為內在原因及華語作為第二語言之因 二、令多數受訪之外籍學生產生華語學習困擾之因有：實用性不足、華語語序與外籍學生母語差異之問題，以及華語中聲調太困難等困擾 三、受訪之外籍學生較特殊的華語學習困擾有：對於課堂練習方式不滿的困擾、聽不懂台語的困擾，以及在台灣繼續求學或工作後發現華語能力不足的困擾 四、受訪之台灣外籍學生面對華語學習困擾之因應策略，多為行為層面因應，其中以「主動尋求解決」居多，態度上以「正面積極」居多 五、受訪之外籍學生面對華語作為第二語言所引起的學習困擾之因應策略以「不回應」居多 六、不同國家、華語學習動機與目的、華語學習背景之受訪外籍學生具華語學習之差異 基於以上述研究結論，本研究提出之建議如下： 一、對華語教學相關單位之建議 (一)宜提高聘任華語教師教學知能方面的門檻，並轉換對發音之要求 (二)建立華語教師進修方案及開設多元文化研習 (三)可以志願性或實習的方式，招募有志從事華語教學者，協助語言中心實施課後輔導，或依個人專長開設華語相關才藝課程 (四)宜事先根據外籍學生華語學習背景及學習目的，安排適當課程內容 (五)實施教學意見調查制度，提供長期累積困擾者反應之管道 二、對華語教學者之建議 (一)增進華語教學內容之實用性 (二)觀摩或吸收資深華語教師之經驗，了解不同程度及背景之外籍學生華語學習差異情形以因材施教 (三)宜善用社會資源及多媒體資源，幫助外籍學生增進中華文化知識 三、對華語教學政策之建議 (一)建立更完善的華語教學政策，結合不同取向的華語師資 (二)建立多元化之華語教師評鑑制度 四、對未來研究之建議 (一)在研究方向上的建議：可增加影響華語學習之原因或縮小影響原因至某一層面研究 (二)在研究方法上的建議：可繼續使用質性研究方法，從不同角度或層面，對此相關議題作更深入之探討 (三)在研究對象上的建議：研究對象範圍可擴大至中、南或東部地區，或是在私人華語補習班中學習的外籍學生；選取條件之設定上，可加入不同社會因素之受訪者條件 / Much research about Teaching Chinese as a Second Language (CSL) in Taiwan has been on Chinese phonetics, vocabulary, grammar, and the design of teaching materials as well as comparative analysis among different countries. Few studies, however, were conducted to explore the actual learning conditions facing foreign students in Taiwan. That is, the influence of foreign students’ learning difficulties from all foreign language environments should not be underestimated. Therefore, the purpose of this study was to understand foreign students of Chinese learning difficulties and their coping strategies influenced by external and internal reasons and to compare the individual student differences of learning motivation and goals, language learning backgrounds of different countries via semi-structure interviews. This study concludes with recommendations for future research. To accomplish the purpose of the study, this research adopted qualitative research methods through interviewing five foreign students who had learned Chinese in Taiwan more than one year. The interview outline was developed based on “Chinese learning difficulties and coping strategies for foreign students in Taiwan.” The conclusions of the study are as follows: 1.Among the reasons for Chinese learning difficulties facing the interviewed foreign students in Taiwan, the external reason mentioned by the participants outnumber the internal reason and the reason of Chinese learning difficulties; 2.The main reason of Chinese learning difficulties for the foreign students in Taiwan include lack of practicality, problem of word order between their first language and Chinese and the difficult Chinese tone; 3.The salient Chinese learning difficulties facing the foreign students include their dissatisfaction with practice activities in class, difficulty in understanding the local dialect Taiwanese and insufficient Chinese proficiency for continuing their study or work in Taiwan; 4.The coping strategies used by the foreign students who faced Chinese learning difficulties are mostly behavior-related, and the most frequently used strategy is “seeking solution actively”. 5.The attitude of the interviewed foreign students is generally positive. As of the coping strategies of learning difficulties of CSL, most foreign students made no response; 6.Since the foreign students in Taiwan come from different countries with various language learning backgrounds and learning motivations and goals, the Chinese teaching style in Taiwan may generate different aspects of learning difficulties and coping strategies. Based on the conclusions in this study, several recommendations are made: 1.Suggestions for relevant institutions of Chinese teaching include: (1) Enhancing the condition of teaching knowledge and ability when employing Chinese teacher, reducing the emphasis on pronunciation; (2) Establishing the advancement scheme for CSL teachers and opening workshops of multiculturalism (3) Recruiting volunteers or interns who wish to be Chinese teachers who can assist the language center after school or who can conduct Chinese courses according to their expertise; (4) Considering the educational backgrounds and learning goals of the foreign students to arrange appropriate proficiency-level courses; (5) Implementing teacher evaluation survey and providing an opportunity for students with learning difficulties to express their concern about teaching. 2. Suggestions for Chinese language teachers include: (1) Enhancing the practicality of the CSL content; (2) Observing or absorbing senior CSL teachers’ teaching experiences, heeding individual differences of foreign students with varied language proficiencies to teach according to their proficiencies; (3) Capitalizing on social and multimedia resources to help foreign students enhance their knowledge of Chinese culture. 3. Suggestions for Chinese language teaching policy include: (1) Implementing a more rigid Chinese teaching policy and gathering Chinese teachers with different orientations of teaching; (2) Establishing diversified Chinese teaching evaluation system; 4. Future research is suggested to: (1) Explore the factors that may facilitate the learning of Chinese learners or investigate a given factor that may influence the learning of Chinese to a certain degree; (2) Use qualitative research methods to yield more in-depth discussions in related issues from different perspectives; (3) Include more participants in other areas in Taiwan or foreign students learning in private Chinese language centers and the settings of different selected conditions to explore other social factors.