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題 名 | 專科學校護理科與財稅科學生學習型態的調查與比較=Comparing Differences of Learning Styles between Nursing and Public Finance Students at Mei-Ho Junior College |
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作 者 | 孫淑敏; 吳瓊滿; | 書刊名 | 美和專校學報 |
卷 期 | 16 1998.06[民87.06] |
頁 次 | 頁91-110 |
分類號 | 528.81 |
關鍵詞 | 學習型態; Learning styles; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究係採用 Kolb ( 1976 )的經驗學習理論來探討本校護理科與財稅科學生 的學習型態。 共有 864 位學生參與本研究,研究結果顯示:(1) 兩科學生之籍貫有明顯差 異,護理科學生之客籍比率比財稅科學生少,而其原住民人數明顯的高於財稅科學生。兩科 學生之父親教育程度有明顯差異,護理科學生父親教育程度國中以下者佔 49.7 %明顯多於 財稅科之 37.1 %;相反的,財稅科父親教育程度高中以上的百分比均高於護理科。(2) 所 有個案選擇該科就讀的原因依序為:興趣( 21.9 %),父母期望與聯考分數( 17.1 %) ;而選擇本校就讀理由以聯考分數( 29.2 %)為第一位,其次是父母親期望與聯考分數( 16.7 %),父母親期望( 16.0 %)為第三位。 (3) 各種學習型態未因科別與年級不同而 有明顯差異。兩科學生之學習型態主要皆以具體觀察型( diverger )( 50.8 %)為主, 其次是具體驗證型( accommodator )( 27.5 %),其中護理科學生比財稅科學生明顯偏 向於具體驗證型( accommodator )。兩科學生在學習過程中明顯的傾向於使用具體事物、 過去經驗以及用看的方法學習;較缺乏將事物理解形成個人的抽象思考學習模式。(4) 專業 科目總分與學習型態之間未有明顯的相關。根據研究結果建議本校教學應以採用具體的事物 呈現及以實際操作的方式效果會較佳,但是也應更加強學生在經學習後的融會理解的能力培 養。 |
英文摘要 | The present study is based on the experiential learning theory purposed by Kolb (Kolb, 1976) to explore the differnet learning styles between nursing major students and public finance major students at Mei-Ho junir college. Total of 864 students participated in the research. Results showed: (1) Family originality differs significantly between the two groups of students. Population of Hakka origin is lower in nursing students than that in public finance students, and population of Aborigines is significantly higher in public finance students; (2) Factors affecting the choice of major are interest (21.9%), parents' expectation (20.3%) and the score of joint entrance examination (17.1%), respectively. Factors affecting students' choice of registering in Mei-Ho college and their priority are the score of joint entrance examination (29.2%); expectation of parents and the score of joint entrance examination (16.7%) and finally, parents' expectation (16.0%); (3) According to the results of the two combination scores, diverger takes up a little more than half of the student population in both groups (50.8%), followed by accommodator (27.5%). Hence learning styles in both group of students is not affected by major nor by grade. Neither groups could learn by formulating into his/her own individual thinking pattern. (4) No significant relationship is found between average score of subject and learning styles. According to the findings of the present study, presenting concrete experience and practical experimentation during teaching process is strongly recommended. Furthermore, integrating ability of the student should also be emphasized. |
本系統中英文摘要資訊取自各篇刊載內容。