科技部專題研究計畫主持人
MOST-106-2410-H-164-001-SSS
培養帶得走的品格、信念與能力-以跨時點建構體驗教育學習遷移成效模式(I)
Cultivating the character, belief, and ability: Longitudinal research of constructing the effectiveness of learning transfer model in experiential education
科技部
Ministry of Science and Technology
修平學校財團法人修平科技大學人力資源管理與發展系
Department of Human Resource Management and Development, Hsiuping University of Science & Technology
廖珮妏
LIAO, PEI WEN
修平科技大學人力資源管理與發展系
Department of Human Resource Management and Development, Hsiuping University of Science & Technology
廖珮妏
助理教授
0939285328
pearlliao@hust.edu.tw
計畫執行期間起:2017-08-01
計畫執行期間迄:2018-07-31
2017-12-01
2018-05-31
在調查期間上過體驗式學習相關課程(至少一學期或一年)
1
003
01
體驗式學習,品格、信念與能力
Experiential Learning, Character, Belief, and Ability
與傳統的學習制度相比,體驗式教育是學習理論中最強大,最持久的。著名的教育心理學家如John Dewey, Carl Rogers and David Kolb為學習理論奠定了基礎。體驗式教育課程提升工作場所的人際互動能力。越來越多的學校在課程上使用體驗式學習提升學生們的團隊合作和領導力。本研究的目的是瞭解大專校院所課設的體驗式教育課程對大學生們在品格信念能力指標的影響。首先透過文獻整理並與五位體驗式教育教師進行深入訪談,以及十位體驗教育專家學者修改專家問卷以確認研究工具。本研究預試問卷收集112名參與過體驗式教育課程的大學生進行問卷填答,正式研究調查問卷有效回收了615名完成體驗教育課程的大學生。資料分析基於項目分析、探索性因素分析和驗證性因素分析結果,得出了六因素模型,包括:主動助人、任務領導、溝通合作、自我管理、成就動機以及自我信念。
In contrast to traditional learning regimes, experiential education is the strongest and most enduring of learning theories. Notable educational psychologists such as John Dewey, Carl Rogers and David Kolb prepared the groundwork of learning theories that focus on learning through experience. Experiential education courses enhance intrapersonal and interpersonal skills in the workplace. More schools than ever are using experiential learning in outdoor environments to introduce students to real teamwork and leadership challenges. The aim of this study is to determine the developmental impact of formal course experiential learning on Taiwanese university students. Based on a literature review and in-depth interview of five experiential education teachers and consultation with ten experts who suggested revisions, we constructed a questionnaire. We collected an experiential learning course programme of 112 university students for pretest. The questionnaire was distributed to 615 university students who had completed the experience education course. The measurement tool was the Cultivating Character, Belief, and Ability Questionnaire. Based on our item-analysis, exploratory factor analysis and confirmatory factor analysis results, we arrived at a six-factor model of 26 items, which measures enthusiastic helpfulness, task leadership, communication and cooperation, self-management, achievement motivation and self-confidence. The scale is the Cultivating Character, Belief, and Ability Scale on Experiential Education. Suggestions for future research include continuous development, testing, and validation of the scale.
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