研究所階段的跨領域學習之敘事研究

Narrative Research on Trans-Disciplinary Learning at the Graduate Level

跨領域學習不僅在大學學士階段，也包括研究所階段。然而在研究所學生的跨領域學習之研究知之甚少，尤其在跨領域學習者的學習歷程、跨領域學習面臨問題很少探究。本研究以一位教師敘說在30年前就讀研究所學習階段的跨領域學習教育經濟學與教育財政學的經驗。從敘事內容獲得結論如下：研究所的跨領域學習受大學學習經驗影響，學習者強烈學習動機以及延續跨領域學習是成功關鍵。研究所授課教授的鷹架引導學習者，並提供跨領域策略是成功的因素。研究所跨領域學習的時間不足，國際次級資料難尋、統計軟體操作陌生、不會解釋統計結果與英文期刊文章閱讀的困難；然而個案規劃時間閱讀，並投入電腦統計軟體學習及操作，在研究所跨領域學習建立良好的研究基礎，增加就業競爭能力。從敘說過程中，看見跨領域學習的實踐力量，打開了研究所跨領域學習也是一個可行途徑。

Trans-disciplinary learning is not only at the undergraduate level, but also at the graduate level. However, little is known about the trans-disciplinary learning of students in graduate schools. In particular, the learning process of trans-disciplinary learners and the problems faced by trans-disciplinary learning are rarely explored. This study told the story of a teacher’s experience in trans-disciplinary study of educational eco¬nomics and education finance when he was a graduate student 30 years ago. The conclusions drawn from the narrative content were as follows: The trans-disciplinary learning in the institute is affected by the univer¬sity learning experience, and the strong motivation of learners and the continuation of trans-disciplinary learning are the keys to success. The scaffolding of institute-taught professors to guide learners and provide trans-disciplinary strategies was a success factor. The institute’s trans-disciplinary study encountered difficulties in time, difficulty in finding international secondary data, unfamiliarity with the operation of statisti¬cal software, inability to interpret statistical results, and difficulty in read¬ing English journal articles; however, the case planning time was spent on reading and investment in learning and operating computer statistical software. Trans-disciplinary study in the institute establishes a good re¬search foundation and increases employment competitiveness. From the narration process, it saw the practical power of trans-disciplinary learn¬ing, which opened up the possibility of trans-disciplinary learning in the institute.