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系統識別號 U0002-0507201110391700
中文論文名稱 淡江大學大一新生定向輔導學習成果之研究
英文論文名稱 A Study of Learning Outcomes of Freshman Orientation of TamKang University
校院名稱 淡江大學
系所名稱(中) 教育科技學系碩士班
系所名稱(英) Department of Educational Technology
學年度 99
學期 2
出版年 100
研究生中文姓名 蔡易倫
研究生英文姓名 Yi-Lun Tsai
學號 698730024
學位類別 碩士
語文別 中文
口試日期 2011-06-07
論文頁數 151頁
口試委員 指導教授-高熏芳
委員-張雪梅
委員-黃儒傑
委員-高熏芳
中文關鍵字 新生定向輔導  學習成果  高等教育 
英文關鍵字 freshman orientation  learning outcomes  higher education 
學科別分類 學科別社會科學教育學
中文摘要 本研究旨在探討淡江大學大一新生定向輔導之學習成果,包含自我認識、學習準備、生活關照、學校設施熟悉、社群網絡認識、人際互動增進共六個面向,並且瞭解大一新生學生人口變項、參與新生定向輔導活動形式、修讀大學學習課程單元對定向輔導學習成果之影響,以提供校方後續在新生定向輔導方案規劃、施行與修正之建議。本研究採自編「淡江大學大一新生定向輔導學習成果」問卷進行調查,學習成果為學生自我認同之學習獲得情形,同意程度採李克特式6點量表計分,本問卷之整體信度Cronbach’s α值為.904。本研究針對淡江大學99學年度大一新生,共計發放問卷1,247份,回收有效問卷983份,有效問卷回收率78%。

本研究結果如下:
一、大一新生參與定向輔導整體學習成果平均值4.35,顯示學習成果良好。學習成果依面向由高至低排序為:學校設施熟悉、生活關照、人際互動增進、自我認識、社群網絡認識、學習準備。
二、不同基本資料之大一新生在16個變項上對於定向輔導學習成果達顯著差異,包含:學生人口變項之性別、校區、學院、住宿情況、班級幹部擔任、課外活動參與;參與新生定向輔導活動形式之新生體驗營、新生入學講習、新生與家長座談會、本系迎新活動、大學學習課程;以及修讀大學學習課程單元之認識大學與學系、學習風格與策略、生活與心理適應、學校資源與利用、大學生涯與規劃。

本研究提出以下建議:
一、對淡江大學之建議
(一)除持續實施新生定向輔導方案外,應思考辦理更多元的新生定向輔導活動
(二)建立課程學習地圖、宣導專業學系以外的輔系、雙主修及各類學程之學習資訊
(三)推動大一新生全面住校的「住宿學習」概念,將住宿與學習合而為一
(四)編製「新生手冊」、設立「新生專屬入口網站」,提供以大一新生為主體之客製化的校園整合性服務
(五)針對與大一新生學習準備相關的課程全面進行檢討
(六)強化教師新生定向輔導的觀念,發揮「學術指導」功能
(七)各學系落實「學長姐家族制」的傳承,並實施「師長全員參與活動」方案

二、對淡江大學學生的建議
(一)建立好對大學生涯的學習能量與心理準備
(二)全面參與學校各項活動並主動積極學習

三、對未來研究的建議
(一)針對學生往後學習情況進行縱貫式調查
(二)針對新生定向輔導學習成果的影響因素,如學生人口變項、新生定向輔導活動形式,與大學學習課程單元等進行多因子變異數分析
(三)全面了解大學校院新生定向輔導的成效,並比較不同實施方式的學習成果
英文摘要 The purpose of this study is to investigate learning outcomes of freshman orientation of Tamkamg University, which include knowledge of self, academic preparedness, living support, campus resource, social network, and interpersonal relationship. Besides, the study analyzed the differences in learning outcomes among student demographic backgrounds, types of orientation activity, and units attended of the “University Learning” course. The results of the study provide suggestions for the improvement of the future implementation of freshman orientation for Tamkang University.

The research questionnaire was developed by using Likert scales ranging from 1 to 6 points to measure the agreement degree of the learning outcomes. The questionnaires were sent to 1,247 freshmen and there were 983 returned with 78% of valid rate. The reliability of the questionnaire is .904 of Cronbach’s α.

The conclusion of the research were summarized as follows:
1.The average degree of learning outcomes is 4.35, which means most of freshmen agreed that they have learned well from orientation. Among 6 dimensions, the rankings of learning outcomes are listed as follows: (1) campus resource, (2) living support, (3) interpersonal relationship, (4) knowledge of self, (5) social network, and (6) academic preparedness.
2.The learning outcomes varied with 16 different variables: (a) demographic backgrounds, which included gender, campus affiliation, college, residential situation, position of class cadre, and participation of extracurricular activity; (b) types of freshman orientation activity, which included freshman day camp, freshman first day orientation, freshman and parents discussion meeting, departmental welcome party, and “University Learning” course; (c) units taken of the “University Learning” course, which included the unit of knowing university and department, the unit of learning style and strategy, the unit of living and psychological adjustment, the unit of using campus resources, and the unit of academic and career planning.

The following suggestions were made for the future practice and research:
1.Suggestions for Tamkang University
(1)To continuously implement the current freshman orientation program and also try to expand diverse types of freshman orientation activity.
(2)To design “academic learning map” and provide information on the minor, double major or other learning alternative programs for the students.
(3)To bring “residential education” into freshman orientation program and emphasize living and learning together.
(4)To provide “new student handbook” and to set up “website for new student” in order to provide comprehensive student-centered and customized service for freshmen.
(5)To have a comprehensive review and redesign on the courses for freshman learning preparedness.
(6)To reinforce the conception of freshman orientation to class advisor in order to improve the function of “academic advising.”
(7)To implement the “seniors mentor” program among the student body and to call for the total participation of faculty members on the freshman orientation activities.

2.Suggestions for freshman
(1)To have total preparedness physically and psychologically for the university life and academic learning.
(2)To have positive, active and vigorous mind to learn and participate in campus activities.

3.Suggestions for future research
(1)To investigate student learning outcomes in different stages by using longitudinal survey.
(2)To investigate the impact factors on the different learning outcomes by using the multi-way ANOVA.
(3)To investigate and compare the learning outcomes of different freshman orientation programs among universities.
論文目次 【目錄】
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與問題9
第三節 名詞釋義11
第四節 研究範圍與限制13
第二章 文獻探討14
第一節 新生定向輔導之意涵14
第二節 新生定向輔導學習成果及其影響因素29
第三節 國內外大學實施新生定向輔導概況47
第三章 研究設計與實施68
第一節 研究架構68
第二節 研究流程70
第三節 研究對象與抽樣方法72
第四節 研究工具之編製75
第五節 研究實施程序85
第六節 資料處理86
第四章 研究結果與討論88
第一節 大一新生基本資料88
第二節 大一新生參與定向輔導之學習成果95
第三節 基本資料變項對新生定向輔導學習成果之差異分析103
第伍章 研究結論與建議123
第一節 研究結論123
第二節 研究建議126
參考文獻131
中文部分131
英文部分133
附錄142
附錄一 預試問卷專家內容效度之建議與修正142
附錄二 「淡江大學新生定向輔導學習成果」預試問卷146
附錄三 「淡江大學新生定向輔導學習成果」正試問卷149

【表次】
表2-2-1 新生定向輔導學業學習學習成果論述表 36
表2-2-2 新生定向輔導生活學習學習成果論述表 37
表2-2-3 新生定向輔導環境學習學習成果論述表 38
表2-2-4 新生定向輔導社會學習學習成果論述表 39
表2-2-5 新生定向輔導學習成果面向對照表 40
表2-2-6 新生定向輔導學習成果影響因素歸納對照表 44
表2-3-1 國外6所大學實施新生定向輔導之概況 55
表2-3-2 國內10所大學實施新生定向輔導之概況 64
表3-3-1 淡江大學99學年度大一新生總人數與班級數 72
表3-3-2 正式問卷抽樣樣本班級與學生人數 74
表3-3-3 正式施測研究實施與回收情況 74
表3-4-1 問卷初稿面向及題目對照表 76
表3-4-2 專家審查名單 77
表3-4-3 學習成果面向因素分析之共同因素選取表 79
表3-4-4 自我認識學習成果面向因素分析之共同因素選取表 79
表3-4-5 學習準備學習成果面向因素分析之共同因素選取表 80
表3-4-6 生活關照學習成果面向因素分析之共同因素選取表 80
表3-4-7 學校設施熟悉學習成果面向因素分析之共同因素選取表 81
表3-4-8 社群網絡認識學習成果面向因素分析之共同因素選取表 81
表3-4-9 人際互動增進學習成果面向因素分析之共同因素選取表 82
表3-4-10 修正問卷後之面向與題目對照表 83
表3-4-11 淡江大學大一新生定向輔導學習成果正式問卷信度分析表 84
表4-1-1 參與新生定向輔導學生人口變項分佈統計表 90
表4-1-2 參與新生定向輔導活動形式分佈統計表 92
表4-1-3 修讀大學學習課程單元分佈統計表 93
表4-2-1 學習成果各面向與各項目平均數排序統計表 97
表4-2-2 自我認識面向之項目排序 98
表4-2-3 學習準備面向之項目排序 99
表4-2-4 生活關照面向之項目排序 100
表4-2-5 學校設施熟悉面向之項目排序 100
表4-2-6 社群網絡認識面向之項目排序 101
表4-2-7 人際互動增進面向之項目排序 102
表4-3-1 性別與學習成果面向t檢定差異分析表 103
表4-3-2 校區與學習成果面向t檢定差異分析表 104
表4-3-3 學院與學習成果面向單因子變異數差異分析表 105
表4-3-4 住宿情況與學習成果面向單因子變異數差異分析表 107
表4-3-5 工讀情況與學習成果面向t檢定差異分析表 108
表4-3-6 班級幹部擔任與學習成果面向t檢定差異分析表 108
表4-3-7 課外活動參與與學習成果面向t檢定差異分析表 109
表4-3-8 新生體驗營與學習成果面向t檢定差異分析表 110
表4-3-9 新生入學講習與學習成果面向t檢定差異分析表 111
表4-3-10 新生與家長座談會與學習成果面向t檢定差異分析表 112
表4-3-11 本系迎新活動與學習成果面向t檢定差異分析表 113
表4-3-12 大學學習課程與學習成果面向t檢定差異分析表 114
表4-3-13 認識大學與學系與學習成果面向t檢定差異分析表 115
表4-3-14 學習風格與策略與學習成果面向t檢定差異分析表 116
表4-3-15 生活與心理適應與學習成果面向t檢定差異分析表 117
表4-3-16 學校資源與利用與學習成果面向t檢定差異分析表 117
表4-3-17 大學生涯與規劃與學習成果面向t檢定差異分析表 118
表4-3-18 大一新生基本背景資料對定向輔導學習成果面向差異比較表 122

【圖次】
圖3-1-1 研究架構 69
圖3-2-1 研究流程 71
圖3-3-1 分層比例隨機抽樣程序圖 73
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