臺北地區國中補校學生補校教育價值觀及其相關態度與行為

A Study of Adult Students' Value System of Supple mentary Education and Its Related Behaviors and Attitudes

本研究旨在探討台北地區國中補校學生之補校教育價值觀及其相關態度與行為，希望瞭解補校學生之補校教育價值觀、對課程的態度、學習態度與行為、同儕關係、師生關係，並探討臺北地區國中補校學生之補校教育價值觀與其態度與行為之關係，從而歸納出建議，以供國中補校教育實施與改進之參考。為達成上述之目的，首先，經相關價值理論、實證研究及國中補校辦理現況、補校學生學習特性的探討，以建立本研究之理論基礎。其次，植基於紮根理論，兼採質的研究方法與量的研究方法來發展研究工具，期能從補校學生的角度出發，自學生身上取得第一手資料，以實際了解補校學生重視補校教育的何種價值。緊接著以「國中補校教育價值觀問卷」，對台北縣市國中補校學生進行實證調查，經施測與統計處理後，獲得許多研究發現。茲歸納本研究之各項發現，做成以下十二項結論，並試提建議於后。一、臺北地區國中補校學生對補習教育抱持肯定的態度，尤其是女性、年齡較長與一年級的學生。二、臺北地區國中補校學生之補校教育價值可分為「社會人際」、「自我成長」、「實用」、「求知」四個層面，其中最受重視的是「求知層面」，而求知層面中的，得以繼續未完成的學業，是補校學生最重視的價值項目。三、臺北地區國中補校學生只重視國文、英語兩科，年長的學生特別肯定健教的有用性，特別不肯定數學、理化。四、臺北地區國中補校學生學習態度與行為不夠積極，其主因是「沒有時間」，對自己無法認真學習的行為多覺得「不好意思」、「不得已」。五、臺北地區國中補校學生大多重視同儕關係與師生關係。六、年長學生是最肯定補校教育、最重視求知價值、最認真聽講、學習態度與行為最積極、最重視師生關係、最常與同學討論功課的一群學生，年輕學生則與年長學生呈相反的趨勢。七、未確定學習計畫學生較重視「自我成長層面」的價值，是學習態度與行為表現得較積極的一群學生。希望繼續升學學生則較重視「實用層面」的價值，但學習態度與行為並不積極。八、男女生價值觀大致相同，但女生較肯定補校教育的價值，且在學習態度與行為上表現得較男生積極。九、補校學生入學後有逐漸降低對學校的信心與學習熱忱的趨勢。十、補校學生對補校教育肯定的程度與其課程態度、學習態度與行為、同儕關係、師生關係有相關。十一、補校學生的價值層面與其課程態度、學習態度與行為、同儕關係、師生關係有相關。基於本研究之結論，分別就國中補校教育實務應用及進一步研究兩方面，提出下列建議：對國中補校教育實務應用上之建議方面：一、對國中補校教育行政的建讓：依年齡編班、依年齡提供學習資源。二、對國中補校教育課程的建議：編擬國中補校專用教材；重新設計國中補校必修與選修課程：依年齡設計課程。三、對國中補校學生的建議：年輕學生應多吸收知識充實自己；年長同學應多發揮同儕影響力。四、對國中補校老師的建議：主動輔導年齡較輕的學生；協助建立一個凝聚力強的同儕環境：彈性調整學業評量的方式。對進一步研究之建議方面：一、研究範圍方面：將研究範圍擴大，並可進一步做城鄉間、區域間的比較：將研究範圍擴展到國外，進行不同文化間之價值觀的比較。尚可進行負向價值之探討。二、研究對象方面：取樣擴展至其他成人教育團醴的學生；了解教師之補校教育價值觀，比較老師與學生間之補校教育價值觀有何異同。三、研究變項方面：增加心理因素、情境因素等變項；研究「實然」的補校教育價值，並比較「應然」與「實然」之補校教育價觀是否有差距。四、研究工具方面：進一步修訂量表並簡化題目，發展適用於不同對象的新版本。五、研究設計與方法方面：採用訪談法進行資料的收集；採用叢集分析法進行統計分析。

The purpose of this study was to determine adult students' value system of supplementary education and other related attitudes and behaviors at junior high school level in Taipei area. One questionaire was developed and administrated to 867 adult students with a stratified cluster sampling technique. The major findings were: 1.The attitude toward supplementary education was positive, especially for female, older and first grade students. 2.The value system of supplementary education included four dimensions: "interpersonal relationship", "self improvement", "practical value", and "knowledge acquisition". "Knowledge acquisition" dimension was regarded as the most important dimension."To have the opportunity to continue education on junior high school level" was regarded as the most important value item. 3.Most students put more emphasis on Chinese and English. However, older students put more emphasis on Health Education and less emphasis on Mathmatics and Chemistry-Physics. 4.Students' learning attitudes werenot positive enough. The major reason was "short of time to study". Students felt "embarassed" toward their distracted behavior. 5.Students put emphasis on peer-relationship and teacher-student relationship. 6.The oldest group of students confirmed the value of supplementary education most, put emphasis on "knowledge acquisition" dimension most, and study hardest. 7.The students with uncertain learning plans put more emphasis on "self improvement" dimension. 8.Male and female students almost had the same values, but female students affirmed the value of supplementary education more and study harder than male students. 9.There was a trend that students were getting to lose confidence toward supplementary education and decreased the enthuiasm on learning one or two year later after entering the school. 10.Students' attitudes on supplementary education correlated with their learning attitudes, learning behaviors, peer-relationship and teacher-student relationship. 11.Students' value dimensions of supplementary education correlated with their learning atitudes, learning behaviors, peer-relationship and teacherstudent relationship.