高中職學生修習「全民國防教育科」課程意見調查之研究--以大台北地區為例

Abstract

本研究透過文獻分析及問卷調查，進而探究必修課程滿意程度與選修課程意願，找出影響修課因素，以提出具體改革建議，以供賡續落實及修訂全民國防教育科參考。 本研究發現全民國防教育必修課程喜好程度，整體趨勢必修喜好程度是屬於「普通」程度，各構面也屬普通程度，按程度由高至低依序為「國防科技」、「國際情勢」、「防衛動員」、「全民國防」、「國防政策」。在不同背景變項上呈現不同程度顯著差異，基本上是男生高於女生，私立高於公立，高職高於高中，進修學校高於日間部。 學生對「全民國防教育」課程選修意願整體趨勢屬於「普通」，其五個構面中除「野外求生」屬「高」意願，其餘「恐怖主義與反恐作為」、「戰爭與危機的啟示」、「當代軍事科技」、「兵家的智慧」等均屬「普通」。不同背景變項間也多呈現顯著有差異。影響個人必修喜好程度與選修意願諸因素中，以個人興趣最高、教師教學風格居次。 對全民國防教育課程實施的建議，宜改善教師教學風格及充實教材內容。對於偏低之國防政策、全民國防、防衛動員三項尤應加強。至於選修課程，學校可優先開設野外求生、恐怖主義與反恐作為、戰爭與危機的啟示三個課程。This study investigates students’ satisfaction of mandatory courses, and their willingness to complete elective courses using a literature review and questionnaire survey to determine the factors influencing student enrollment in elective courses. The results can be used to identify specific improvements and provide a reference for the continued revision of national defense education courses. This study explored students’ preference for compulsory national defense education courses. The results show that students’ overall preference was “average.” Furthermore, every aspect of student preference was also average. Based on student preference, the following courses are arranged from high to low: General National Defense Technology, International Circumstance, Mobilization for Defense, National Defense, and National Defense Policy. Data revealed significant differences in the participants’ background variables, specifically, the number of male students exceeded that of female students, more participants had attended private schools compared to public schools, more participants were enrolled at vocational schools than at high schools, and student preference for night programs was higher than for day programs. Students’ willingness to enroll in elective national defense education courses was average overall. Of the 5 aspects, students only reported a high degree of preference for Wilderness Survival. Student preference for other courses, such as Terrorism and Anti-Terrorism Actions, Apocalypse of War and Crises, Modern Military Technology, and Military Wisdom was “average.” Significant differences were reported by participants with different background variables. The greatest influence on students’ preference for elective courses was “personal interest,” followed by “the teacher’s teaching style.” For conducting national defense education courses, we recommend enhancing teachers’ teaching style and the teaching materials. Students’ low preference for the National Defense Policy, National Defense, and Mobilization for Defense courses must be improved. For elective courses, the 3 courses that should be provided at schools are Wilderness Survival, Terrorism and Anti-Terrorism Actions, and Apocalypse of War and Crises.