大學生基本素養相關因素之研究-以國立臺灣師範大學為例

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2012

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本研究旨在探討大學生基本素養之相關因素,其中個人背景變項包括性別、年級、學院、住宿情況、工作經驗、父母親教育程度、高中職曾任職務、入學前班級排名;校園經驗包括通識課程修課經驗、課業投入、師生互動、同儕關係、活動參與、學校環境;基本素養包括溝通表達與團隊合作、多元文化與國際視野、批判反思與人文涵養、美感體驗與品味生活、科學思辨與資訊素養、主動探究與終身學習、創新領導與問題解決、社會關懷與公民實踐。 研究方法為問卷調查法,選取國立臺灣師範大學學生為研究對象,編製「大學生基本素養調查問卷」為研究工具,透過統計方法進行分析,研究結果歸納如下: 一、 不同性別、年級、學院別、住宿情況、工作經驗、高中職曾任職務大學生校園經驗與基本素養有顯著差異。 二、 大學生個人背景與校園經驗對於基本素養的影響,創新領導與問題解決方面,同儕關係、課業投入、活動參與、設備資源為顯著的預測因素;美感體驗與品味生活方面,通識活動參與情形、同儕關係、課業投入、活動參與為顯著的預測因素;溝通表達與團隊合作方面,同儕關係、師生互動、課業投入、活動參與、設備資源為顯著的預測因素;多元文化與國際視野方面,通識活動參與情形、課業投入為顯著的預測因素;社會關懷方面,通識活動參與情形、同儕關係、課業投入、活動參與為顯著的預測因素;主動探究與終身學習方面,通識活動參與情形、課業投入、校園文化為顯著的預測因素;公民實踐方面,核心通識修課情形、通識活動參與情形、同儕關係、課業投入、活動參與為顯著的預測因素;人文涵養方面,通識活動參與情形、課業投入、活動參與為顯著的預測因素;科學思辨與資訊素養方面,課業投入、行政服務、設備資源、校園文化為顯著的預測因素;批判反思方面,通識活動參與情形、課業投入為顯著的預測因素;整體基本素養方面,通識活動參與情形、同儕關係、課業投入、活動參與、設備資源為顯著的預測因素,所有變項對於各素養的解釋力介15.6%至34.1%之間。 本研究根據研究結果,對大學校院的建議包括:(一)瞭解不同年級的學生的學習情況,規畫適當措施;(二)重視不同學院的學習情況,提升學生各面向之基本素養;(三)關心學生工作經驗對校園經驗與基本素養之影響;(四)鼓勵學生踴躍參與通識教育系列活動。對學生的建議包括:(一)積極投入課程學習;(二)踴躍參加校園活動。此外,在後續研究上,針對研究對象、研究工具、研究變項提出建議。
The purpose of this study was to explore the influential factors on the basic Literacy of College Students. The personal factors include gender, grades, college, resident situations, working experiences, educations of their parents, leader experiences in senior high school and the ranking of class prior to colleges. The campus experiences include experiences in general curricula, academic involvements, students and faculty interaction, peer relationship, participation of activities and school environments. The basic literacy include communication and collaboration, multicultural literacy and global perspective, critical thinking and humanistic literacy, aesthetics and taste, scientific thinking and information literacy, active exploration and lifelong learning, innovative leadership and problem solving, and social concern and citizenship practice. The study used questionnaires to investigate the students of National Taiwan Normal University (NTNU), using “The questionnaire of the basic literacy of college students” as research tool. Using statistic methods to analysis the data. The findings are as following: 1. There are differences in the campus experiences and the basic literacy among college students with different gender, grades, college, resident situations, working experiences and leader experiences in senior high school. 2.The influence of personal factors and campus experiences to the basic literacy are as follow. The peer relationship, academic involvements, participation of activities and equipment resources are the significant predictive variables for involvement with innovative leadership and problem solving. The experiences in general curricula, peer relationship, academic involvements and participation of activities are the significant predictive variables for aesthetics and taste. The peer relationship, students and faculty interaction, academic involvements, participation of activities and equipment resources are the significant predictive variables for communication and collaboration. The experiences in general curricula and academic involvements are the significant predictive variables for multicultural literacy and global perspective. The participation of general activities, peer relationship, academic involvements and participation of activities are the significant predictive variables for social concern. The participation of general activities, academic involvements and campus culture are the significant predictive variables for active exploration and lifelong learning. The situation of core general curricula, the participation of general activities, peer relationship, academic involvements and participation of activitiesare the significant predictive variables for citizenship practice. The participation of general activities, academic involvements and participation of activities are the significant predictive variables for humanistic literacy. The academic involvements, administrative services, equipment resources and campus culture are the significant predictive variables for scientific thinking and information literacy. The participation of general activities and academic involvements are the significant predictive variables for critical thinking. The participation of general activities, peer relationship, academic involvements, participation of activities and equipment resources are the significant predictive variables for the whole basic literacy. R2 is from 15.6% to 34.1%. Based on the conclusion, the following are the suggestions for higher education institutions and students: Suggestions for education institutions include: 1. Plan adequate measures by understanding the learning situation of different grades students. 2. Valuing the learning situations among different colleges to improve students’ various basic literacy. 3. Attention to the influence of students’ working experiences to the campus experience and the basic literacy. 4. Encourage students to participate in the general education series activities actively. Suggestions for students include: 1. Learning actively in academic involvements. 2. Join campus activities enthusiastically. Other suggestions for future research are presented.

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大學生, 基本素養, 校園經驗, College students, Basic literacy, Campus experiences

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