查詢結果分析
來源資料
相關文獻
- 淡江大學核心課程學生選課行為與教學評鑑、學期成績等相關因素研究
- 通識教育核心課程學生學習成效初探--以中央大學核心課程為例
- General Education, Multiculturalism and the Core Curriculum
- 大學法學教育應開展專業與人文雙重面向--法學教育在「為司法而改革」之外的應有意涵
- 哈佛大學之通識教育--論哈佛核心課程
- 我國與美國三軍官校共同必修課程的設計及其比較
- 美國大學通識教育近年的變革:參考與借鏡
- 淡江大學通識教育改革之路--核心課程方案的實施、問題與展望
- 「傳統社會與社會變遷」課的通識理念與教學設計
- 「醫學倫理」做為通識教育之教學理念與課程設計
頁籤選單縮合
題 名 | 淡江大學核心課程學生選課行為與教學評鑑、學期成績等相關因素研究=A Study of Course-Elective Behavior, Teaching Evaluation, and Student Grades in the Core-Curriculum of Tamkang University |
---|---|
作 者 | 葉紹國; 溫博仕; | 書刊名 | 淡江人文社會學刊 |
卷 期 | 7 2001.05[民90.05] |
頁 次 | 頁307-344 |
分類號 | 525.71 |
關鍵詞 | 通識教育; 核心課程; 選課行為; 教學評鑑; 學習成效; 分層二段系統抽樣法; 典型相關分析; General education; Core curriculum; Course-elective behavior; Teaching evaluation; Learning efficacy; Two-stage stratified sampling; Canonical analysis; |
語 文 | 中文(Chinese) |
中文摘要 | 為求了解淡大核心課程改革的實施成效,特針對與學生學習有關 的選課行為及教學評鑑、學期成績等相關因素進行實證研究,以發現問題 並作為持續發展的參考。 本研究包括四項互有關連又各自獨立的研究,其一,有關學生選課心態與 修課反應,其二,有關後五學門系選制的評量,其三,選課時熱門課與冷 門課的特徵比較,其四,關於教學行為評鑑與學習成效因素的關連。 本研究兼用調查法及資料分析統計法進行,以分層二段系統抽樣法先自淡大抽選 98班學生,再取樣調查,有效卷690份。研究結果有多項發現,其中包括後五學 門預選制度不當;選課意願與修課滿意度有關連;上課時段、課程名稱皆是選課 的重要依據;老師學期成績給分寬嚴與該課是否很快被選滿無顯著關連;學生對 教師的教學行為評鑑與其自評的學習效果有正相關,卻與全班學期平均成績無 關;教學內容是學生評鑑教學行為最重要的項目等等。有關單位據此對核心課程 的實施做了局部的調整,包括規劃全面自由選課制度,改進新生訓練課程等等, 並針對問題研擬後續的研究。 |
英文摘要 | This study focuses on the course-elective behavior and related factors of the core-curriculum reform in order to assess its practical effect on Tamkang University. The study comprises four independent but related investigations. The first one is concerned with students' course-elective attitudes and responses to the core-courses. The second evaluates the course-elective procedure in five fields. The third compares the characteristics of popular and unpopular courses. The fourth is about the relation between teaching evaluation and learning efficacy. A survey by questionnaire was given to the students selected through the two-stage stratified sampling method; the valid questionnaires were 690. The other data result from the analysis of administrative documents. The important findings are shown as following: Certain parts of the course-elective procedure are inadequate to meet educational goals. To be successfully enrolled in a desired course is directly related to a student's satisfaction level with the class. The scheduled time and course titles are essential factors in choosing a core course; in contrast, the teacher's grading has little bearing on the student's decision. Students' evaluation of instruction is correlated with their self-perceived learning efficacy, etc. The findings have been applied to adjusting the practices of the core-curriculum and follow-up research is scheduled. |
本系統中英文摘要資訊取自各篇刊載內容。