從上課方式、補習與課外閱讀比較就讀明星高中與一般高中的學習經驗

Undergoing Better Learning Experiences if Studying at Prestigious High Schools Rather than Ordinary Ones? Investigating Classroom Teaching Methods, Cram Education Participation and Extracurricular Reading

為瞭解就讀明星高中的學習經驗是否優於就讀一般高中，本研究以參與台灣高等教育資料庫94 學年度大一新生問卷調查的學生為研究對象，並選定19所高中為明星高中，比較就讀明星高中學生（n=5988）和一般高中學生（n=24854）在上課方式、補習和課外閱讀三方面的高中學習經驗是否有顯著差異。在上課方式方面，本研究檢視七種學生參與程度較高的上課方式，結果發現根據學生所報告的教師使用各種上課方式的頻率，明星高中教師較常讓「學生分組討論、設計、發表」、「在老師協助下實作、實驗或研究」、「學生選擇主題，蒐集整合資料做研究報告」與在「校內實地參訪」，其中「在老師協助下實作、實驗或研究」這項的差異有較高的實質重要性；在補習方面，本研究分析自然組和社會組高中三年七個學科的補習人數比例，發現明星高中學生補習英文、數學、物理、化學的人數比例高於一般高中學生，補習歷史、地理的人數比例則低於一般高中學生；在課外閱讀方面，明星高中學生較常閱讀報紙、小說、散文詩詞、學術書籍、漫畫，其中散文詩詞、學術書籍這二項的差異稍具實質重要性。根據這些發現，本文提出對教育實務和教育研究的相關建議。

In an attempt to understand whether students have undergone better learning experiences by studying at prestigious high schools rather than ordinary ones， this study compared three aspects of learning experiences (classroom teaching methods， cram education participation， extracurricular reading) between students who studied at one of the 19 most prestigious high schools and students who studied at high schools other than these 19 schools. A total of 30842 students who participated in the 2005 Freshmen Survey in the Higher Education Database of Taiwan served as the participants of this study. Major findings are as follows: First， according to student responses， teachers at prestigious high schools employed four classroom teaching methods that allowed higher levels of student participation in the learning process more often; Second， the percentages of students who received cram education with regard to the subjects of English， Math， Physics， and Chemistry were higher in the prestigious high schools than in other high schools， whereas the percentages regarding the subjects of History and Geography were lower in prestigious high schools than in their counterparts; Third， students studying at prestigious high schools read newspaper， novels， prose/poetry， academic books and comic books more frequently than their counterparts at other high schools did， and the differences in regard to prose/poetry， academic books were of some practical significance. Practical and research implications based on these findings are discussed.