published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / Psychology / Doctoral / Doctor of Philosophy

本研究的主要目的，在瞭解目前國民中學導師在推展學校輔導工作上發揮輔導功能的 實際狀況。因此，所探討的問題計有：（一）探討學校輔導工作的理論基礎。（二） 探討國民中學輔導工作的目標、原則與功能。（三）探討國民中學導師推展輔導工作 的內容與策略。（四）探討國民中學導師在輔導工作上的角色、職責與功能。（五） 分析台北市國民中學學生知覺導師提供輔導的情形？（六）分析台北市國民中學導師 推展輔導工作的實際狀況？（七）分析台北市國民中學導師在輔導工作上所面臨的困 擾因素？ 本研究採用問卷調查法，研究樣本取自台北市七十七學年度長安國中等二十所國民中 學，學生１８５３人（男生９１１人，女生９４２人）；導師２１１人（男導師７５ 人，女導師１３６人）。研究工具係依據教育部七十四年修訂〞國民中學輔導活動課 程標準〞及現任導師、訓導與輔導人員意見，編成問卷調查表三種：（一）〞學生知 覺導師在輔導工作上提供那些輔導的情形〞。（二）〞導師推展輔導工作的實際狀況 〞。（三）〞導師推展輔導工作所面臨的困擾因素〞。統計方法採用項目分析、卡方 考驗及變異數分析等方法。 研究重要發現為：（一）導師性別、學歷、任教科目、擔任導師年級，在推展輔導工 作的實際狀況並無顯著差異存在。（二）導師年齡、服務年資，在推展輔導工作的實 際狀況有相當程的顯著差異存在。（三）學生性別、年級知覺導師提供輔導情形的看 法有相當程度的顯著差異存在。（四）擔任不同年級的導師在輔導工作上所面臨最感 困擾因素為學校行政單位加諸在導師身上的事務過於繁雜以及家庭不利因素、家長素 質不高影響輔導工作成效，此二項有顯著差異存在。（五）導師尚未完全發揮輔導功 能的要項有：１•未能有效輔導學生如何與異性朋友交往。２•未能鼓勵學生多利用 學校圖書館及閱覽優良課外讀物。３•未能有效輔導學生依據自己的興趣選擇課外活 動。４•未能有效輔導學生職業性向、職業選擇、職業準備等工作。 最後，根據研究結果與討論，擬出建議提供導師、學校推展輔導工作、以及未來研究 者之參考。

本研究的主要目的乃在探討國中教師與校長發生衝突時，教師的衝突反應方式是否會 因校長的領導型式和個人同理心及個人屬性變項而有差異，以期對教師的衝突反應方 式有所瞭解，作為學校行政的參考。 本研究以台北縣市國民中學教師為對象，以等距抽樣法抽取８３２位教師樣。本所使 用的研究工具計：「有領導行為描述問卷」、區別分析、多變量變異數分析及Hotell ing T 考驗等。 綜合本研究結果顯示： 一、教師知覺校長的領導型式為高關懷高倡導，則其與校長衝突時傾向採取統整的反 應方式。 二、教師知覺校長的領導型式為低關懷高倡導，則其與校長衝突時，傾向採取支配和 逃避的反應方式。 三、教師知覺校長的領導型式為低關懷高倡導，則其與校長衝突時，傾向採取忍讓及 統整、妥協的反應方式。 四、教師知覺校長的領導型式為低關懷，則其與校長衝突時，並無顯著採取那一種反 應方式。 五、教師同理心愈高，則其與校長衝突時，傾向採取統整、忍讓的反應方式。 六、教師觀點取替高者，其與校長衝突時，傾向採取統整的反應方式。 七、教師同情關懷高者，其與校長衝突時，傾向採取忍讓的方式。 八、教師身心憂急、幻想力高低與衝突反應方式相關並不顯者。 九、女性教師與校長衝突時，傾向採取逃避及忍讓的方式；男性教師傾向採取支配、 統整的反應方式。 十、高年齡組教師與校長衝突時，傾向採取逃避及忍讓的方式。

本論文旨在探討作筆記(note-taking)是否能幫助英語為外語的國中生增進會話或短文的聽力能力。根據本研究生的經驗及本實驗對象的個人英語聽力學習狀況的問卷調查結果，學生對英語聽力測驗中的對話或短文題型最易受挫。因此本研究嘗試引進學習策略中的作筆記方式以幫助學生改善對這種題型的聽力能力。 　　本論文所要探討的問題包含(1)受試者認為最難的聽力測驗題型是什麼？(2)國中生是否只重聽同樣內容及老師的測後解釋就能增進對話或短文測驗的英語聽力能力呢？(3)做筆記的學習者是否比未做筆記者進步？(4)作筆記策略適用程度高的學習者或程度低的學習者？(5)受試者對本實驗的意見:最有用和最無用的聽力測驗指導方式為何？受試者在此項實驗中改善最多的為那三樣？ 　　本實驗期約四個月，包含國三學生兩個班70個學生。一班為實驗班，另一班為對照班。為了進一步的比較，每一班再分為高、低分群。實驗班考聽力測驗時要作筆記，對照班則無此要求。所有的教材全取自康軒出版社，詹麗馨，李欣蓉編著的 “國中英語聽力測驗”第五冊。 　　由統計分析及問卷調查得到下列結論：（1）國中生認為最困難的聽力測驗題型為聽完短文或對話後選出最適當的答案; (2)在實驗後，對照班及實驗班均進步並達顯著水準。由此可見若老師提供學習者重聽同樣的內容及測後講解聽力內容讓學生有更正的機會，學習者仍可以改善聽力能力；（3）雖然實驗班也進步並達顯著水準，但和對照班比較結果，不論是全班或高低分群，均未有顯著差異。可見做筆記的學習者並沒有比未做筆記者進步。這意謂著並非每種學習策略適合每個人，而且也沒有保證成功的學習策略。因此，老師應介紹各種學習策略以供學習者選擇有利個人學習的策略；（4）在實驗班中，低分群進步分數達顯著水準且和高分群的進步分數達顯著差異。顯然，作筆記策略嘉惠低分群但可能導致高分群無法專心聽；(5) 問卷調查結果發現大多數受試者認為老師試後講解聽力內容幫助最大;知道不同的口音助益最小。此外，依受試者意見顯示，作 筆記可使學生不分心，養成記重點字的習慣並且容易記得內容。 　　由以上研究，建議老師聽力測驗多播放幾次，並在測後講解內容及指導學生作筆記的方式。不過，作筆記較適合低分群而非高分群。因此，老師可以不要求高分群作筆記，避免影響他們的專心度。此外，本研究發現學習者很難去預測即將聽到的句子或內容。 關鍵字；聽力訓練，作筆記策略，國中生 / This study aims to explore if note-taking could assist EFL junior high school students to improve their listening comprehension in the test style of “selecting anoptimal choice after listening to a dialogue or a short passage.” According to the researcher’s experience and the personal profile questionnaires of students, studentsfeel frustrated easily when they have a listening test on a dialogue or a short passage. Thus, the researcher tries to help them improve their listening comprehension in the test style by teaching them how to take notes. The research questions of this study included: (1) What is the most difficultlistening test style? (2) Could junior high school students improve their listening ability in understanding a dialogue or a short passage bylistening to the same content several times and through the teacher’s teaching instruction? (3) Did junior high school students who were asked to take notes perform better than those who were not? (4) Does note-taking benefit only high proficiency subjects or only low proficiency subjects? (5) How did the subjects feel about the experiment? What are the most useful and useless ways in a listening activity? What are the first three improved aspects the subjects felt after the experiment? The duration of this experiment was four months. Seventy of the third junior high school students from two classes were involved in the study. One class was assigned as an experiment class and the other as a control class. For further comparison, each class was subdivided into high and low proficiency groups. The experiment class was asked to take notes while listening but the control class was not.All the materials were adopted from “English Listening Comprehension for Junior High School”(Li-shin Jan, Shin-rung Li, 2001, Kan-shiuan Publisher). The statistical analyses and the questionnaires showed the following conclusions: (1) The most difficult listening test style was selecting an optimal choice after listening to a dialogue or a passage.(2) The classes made significant progress after the experiment. The result indicated that learners improved their listening ability when a teacher provided the students with sufficient practice by letting them listen to the same content several times and explained the meanings of the sentences after a listening test; (3) Although making significant progress, the experiment class, compared with the control class, did not improve significantly. The two different proficiency groups did not make significant progress, either. This could imply that not every learning strategy fits every learner. Also, no learning strategy assures success. Therefore, a teacher had better introduce different kinds of learning strategies for learners to choose an optimal learning strategy on their own; (4) In the experiment class, low proficiency learners made more progress than high proficiency ones at a significant level. Apparently, note-taking benefited low proficiency learners but may hinder high proficiency learners from concentrating on listening. (5) The subjects chose “teacher’s explanation of the content after a listening test” as the most useful way to improve their listening ability. However, they thought “knowing the different accents” as the least useful way. In addition, as seen in the result of the feedback questionnaire, note-taking helped learners listen without distraction, acquire a habit of writing down key words and remember the content easily. The research suggested that a teacher should let students listen to the same content several times on the tape, explain the meanings of the sentences after a listening test, and instruct learners how to take notes. However, note-taking was good for low proficiency learners, but not for high proficiency ones. Thus, a teacher might not need to ask high achievers to take notes, which might block them to concentrate on listening. In addition, it seems not easy for learners to predict the coming message. Key words: listening training, “note-taking strategy”, junior high school students

原住民國中生一直處於不利的語言學習環境中，因而在英語學習的過程中，潛在一些值得探索的問題，包括學習態度與動機。本研究旨在探討臺灣現行英語教學對原住民國中生學習態度與動機的成效；同時，本研究也探討原住民家長的態度，以期能對其子女的英語學習有所助益。 本研究資料分別取自新竹縣二所國中的190位學生(106位原住民: 84位非原住民)及162位家長(78位原住民: 84位非原住民)的問卷，並採用三種統計方法進行分析：描述性統計、獨立樣本T檢定、斯皮爾曼等級相關。資料分析結果如下: 1.原住民國中生對英語學習的整體態度和非原住民國中生一樣高。 2.原住民國中生對英語課程的滿意度和非原住民國中生一樣，皆為中級滿意度。 3.原住民國中生的父母對英語學習的正面態度及支持度和非原住民國中生的父母一樣高。 4.與原住民國中生的英語學習動機有顯著相關的因素為：學習英語的態度、子女對父母支持英語學習的認知、對英語課程的滿意度。 本研究亦發現原住民國中生的正面態度與動機並未因而帶動學習風氣；另外，原住民學生的家長並未因為對英語學習持肯定的態度與支持度而主動參與子女的學習中。 / The disadvantageous language learning environment which aboriginal junior high school students are placed in contributes to some potential problems in the process of their English learning, including attitudes and motivation. An aim of this study was to investigate whether the current context of English teaching in Taiwan affect aboriginal junior high school students’ attitudes toward the language and motivation in learning it. Two self-report questionnaires were respectively distributed to 190 8th- and 9th- grade students (106 aborigines vs. 84 non-aborigines) and 162 parents (78 aborigines vs. 84 non-aborigines) from two junior high schools in Hsin-Chu. Three statistical methods were conducted to analyze the data collected. They were the descriptive statistics, the independent sample t-test, and Spearman rank-order correlation. The findings of the study are summarized. First, aboriginal students’ overall attitudes toward English learning were as high as those of non-aboriginal ones. Second, aboriginal students were as motivated to learn English as their non-aboriginal counterparts on account of the medium degree of satisfaction with English classes existing in both of them. Third, like those of non-aboriginal students, parents of aboriginal students presented very positive attitudes toward and support for English learning. Finally, the variables that significantly correlated with aboriginal students’ motivation in learning English were “their attitudes toward English learning,” “their perceptions of parents’ support for English learning,” and “the degree of their satisfaction with English classes.” The results of the study also revealed that aboriginal students were not exposed to English more often outside the classroom in spite of their positive attitudes and motivation. Besides, in spite of the positive attitudes toward and support for English learning, parents of aboriginal students did not involve themselves in the process of learners’ English learning.

本研究旨在探討桃園縣國民中學學校內部行銷的認知及運作的整體概況，並了解學校內部行銷執行的問題或困難。 本研究採用問卷調查法進行資料蒐集與分析。以研究者根據文獻探討所得編製之「桃園縣國民中學內部行銷調查問卷」實施問卷調查。以桃園縣公立國民中學為研究範圍，於該等學校任職之學校人員為研究對象。本研究抽取桃園縣39所學校，兼任行政人員、一般教師與專任行政人員共628人為樣本，有效樣本數564人，可用率為89.8%。問卷調查結果採用描述性統計、t檢定與單因子變異數分析等統計方法進行分析。 本研究主要發現如下： 一、桃園縣國民中學學校人員普遍肯定學校內部行銷的重要性。 二、桃園縣國民中學學校內部行銷的運作屬於中上程度。 三、兼任行政人員及13-24班之學校人員在學校內部行銷重要性認知上顯著 較高。 四、男性、資深、行政人員、12班以下學校、偏遠地區學校在內部行銷 實際運作符合程度上顯著較高。 五、桃園縣學校內部行銷最主要的困境在於全校性教職員工聯誼活動次數 少、進修研習課務需自理參加意願低落、教職員工不熱衷校內聯誼活動等問題。 根據上述結論，本研究針對教育行政機關、學校單位及未來研究提出建議，作為國民中學實施內部行銷及未來相關研究之參考。 關鍵詞：國民中學、學校人員、內部行銷 / The purposes of this research were to explore the present situation on the perception, operation and difficulties of school internal marketing of the Junior High School in Taoyuan County. This study was conducted with questionnaire survey to collect the data. The researcher applied the questionnaire survey by “The questionnaire of internal marketing of Junior High School in Taoyuan County” which was compiled through literature review. The researcher set the junior high schools in Taoyuan County as the study scope, and the staff in the schools as the subjects. The sample of this study is 628 people including pluralistic-administrative staff, teacher and full time-administrative staff from 39 schools in Taoyuan County. The effective sample size is 564 people. The usable rate for this research is 89.8%. The statistical methods employed in this study were descriptive statistic, t-test, and one-way ANOVA. The analysis of the data revealed the following main conclusions: 1. The school personnel in Taoyuan County generally approve the importance of school internal marketing. 2. The operation of school internal marketing in the Junior High School in Taoyuan is upper level. 3. Pluralistic-administrative staff and the school personnel in which school type of 13-24 classes' size show higher perception on the importance of internal marketing. 4. Male, senior, administrative staff, school type under 12 classes’ size, and remote areas shows higher matching extent on operation of internal marketing. 5. The difficulties of school internal marketing in Taoyuan County are that the school staff doesn’t have enough fellowship activities, teachers has low willing to attend the in-service training programs since they have to deal with their class chores by themselves and the school staff are not fond of fellowship activities. According to the conclusions above, the researcher offers suggestions to educational administration institutes, school department, and future researcher as reference to carry out internal marketing in junior high schools and related researches in the future. Keywords: junior high school, school personnel, internal marketing

本研究旨在探討國中補校學生中輟的原因及其有關之變項；並對中輟原因的因應策略進行相關之研究。研究的方法採用文獻探討及問卷調查。研究的範圍為100至102學年度間，曾就讀補校且仍未復學之中輟生，由新北市境內辦理國中補習教育的30所國中，擇17所國中補效實施問卷。將實際收集的有效資料與以分析，得到下列幾項重要的發現及結論； 一、影響國中補校學生中輟的原因多元且複雜，以工作、家庭、自我能力認同、生理、心理及學校等因素居多。 二、國中補校學生中輟最主要原因，乃是工作及家庭因素。 三、學校因素在國中補校學生中輟原因中，在各因素之後。 四、不同個人背景變項之國中補校中輟生，其中輟原因與性別、年齡、婚姻及居住地區有關。 五、因應國中補校學生中輟生的策略，改善教師教學應被視為最重要且須立即進行之因應策略，並輔以加強學生輔導，改善環境與設備，調整課程與內容等策略。 六、在國中補校學生中輟的因應策略上，教師及學生的看法頗為一致。 / The purpose of this study is to explore the cause of dropouts among junior high school extention school (JHSES) students, their related variables and the coping strategies to such dropouts. Methology of research document analysis and questionnaires were performed in the 100-102 school year. Among 30 JHSES in New Taipei City, 17 enrolled in the questionnaire. Following important conclusions were obtained from data collected: 1. Factors influencing JHSES student dropout are diverse and complex, involving work, family, self-identity, physical, psychological and school, among others. 2. Most important factor of JHSES dropout is work and family. 3. School is least influential in the JHSES dropout. 4. JHSES dropout with different personal background is most effected by gender, age, marital status and residential areas. 5. Improvement of teacher instruction should be regarded as most important and immediate strategy, supplemented by strengthening student counseling, improving environment and equipment, adjusting curriculum content, etc. 6. Teacher and student views are consistent in the strategies to improve dropout in JHSES.

This study was undertaken to determine what differences are found among personality characteristics of superior students, in special English classes, who score high on a standardized achievement test and superior students in the same classes who score low on this test. A second dimension of the study was to determine whether the same personality characteristics are evident among superior students in these classes at the eighth, tenth and twelfth grade levels.

This study examined the student's achievement, attitude toward science, and self-concept of ninth grade physical science students in an individualized science program and ninth grade physical science students in a traditional science class. The research was conducted to ascertain the effect of individualized instruction upon the achievement, attitude, and self-concept of inner-city junior high school science students, and to analyze the implications of these effects for administrators, teachers, counselors, and others who are interested in the optimum achievement of students to science instruction. The sample size was 150 ninth grade physical science students enrolled in an individualized science program and 150 ninth grade physical science students enrolled in a traditional program. The students were administered the Stanford Achievement Test: Science, Remmer's Attitude Toward Any School Subject Scale, and the Piers-Harris Children's Self-Concept Scale. The experimental design of the study was patterned after the posttest only control group design. Preliminary data were obtained for each student within each participating class. The preliminary data were used for establishing group equivalence and as a concomitant observation in the analysis of covariance. The preliminary data were obtained from the permanent records of each participating school and involved the student's age, I.Q., natural science achievement level, and composite achievement level. From the data found in this study and in the related research, the following conclusions were drawn: 1. Physical science students taught by the individualized science program do not achieve at a significantly higher level, as measured by a standardized achievement test in science, than do students taught by the traditional method. 2. Physical science students taught by the individualized program do not differ significantly from the students of traditional physical science in attitude toward science. 3. Physical science students taught by the individualized program do not differ significantly from the students of traditional physical science on a standard self-concept scale. 4. The student variables of I.Q., background in natural science, and composite achievement level are important factors in successful achievement in physical science. 5. The student variables of I.Q., background in natural science, and composite achievement level are important factors in attaining a high positive attitude toward science. The I.Q. of the student seems to be the most important of the above factors. 6. The student variables of I.Q. and natural science achievement are important factors in attaining a high self-concept. 7. There was a significant relationship between grade point average in science and student achievement in science. 8. There was a significant relationship between grade point average in science and attitude toward science. 9. There was a significant relationship between grade point average in science and self-concept.