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題名 心理學不同教學方法及課程內容對軍校生心理健康、軍校適應及學習動機之影響: 教學實踐取向研究
The Effect of Different Teaching Methods and Course Contents of Psychology on Mental Health, Military School Adaptation and Learning Motivation of Military School Students
作者 鍾成鴻
Jhong, Cheng-Hong
貢獻者 詹志禹
鍾成鴻
Jhong, Cheng-Hong
關鍵詞 學習者中心教學
正向心理學
心理健康
軍校生適應
學習動機
Learner centered Instruction
Positive psychology
Mental health
Military school student adaptation
Learning motivation
日期 2020
上傳時間 2-Sep-2020 12:54:47 (UTC+8)
摘要 本研究旨在探討不同教學方法（學習者中心、講述教學法）及課程內容（正向心理學、普通心理學）對軍校生心理健康、軍校適應及學習動機之影響，以三級預防的初級預防角度來處理軍校生的適應問題與心理健康。本研究預測：就提升軍校生心理健康、軍校適應與學習動機的效果而言，學習者中心將優於講述教學法，正向心理學課程將優於普通心理學，而且，教學方法與課程內容將對心理健康、軍校適應與學習動機產生交互作用，亦即學習者中心搭配正向心理學課程內容時的效果最佳。
本研究採2（教學方法-學習者中心/講述教學法）*2（課程內容-正向心理學/普通心理學）準實驗設計，以某軍事院校學生為研究參與者，班級為單位，方便取樣4個班級，接受四種實驗處理，其中以講述教學法搭配普通心理學內容授課的一組可視為控制組，其餘三組可視為實驗組。上述四組皆同時接受每週2小時共10週的教學課程，並接受前測、立即後測與延宕後測（課程結束一個月後），測量工具包括：「主觀幸福感量表（短題本）」、「巔峰幸福量表」、「憂鬱情緒量表」、「軍校生學校適應量表」及「學習動機量表」。除了蒐集量化資料之外，本研究並蒐集焦點團體訪談資料、學生的學習反思日誌以及期中/期末教學調查回饋等質性資料，以便更深入了解實驗處理的優缺點、學生的感受與反應以及教學效果的可能來源等。
研究結果發現：一、學習者中心比講述教學法更能夠提升軍校學生的心理健康與學習動機，但兩種方法對軍校適應的影響力相同；二、正向心理學課程比普通心理學課程更能夠提升軍校學生的心理健康，但兩種課程內容對軍校適應或學習動機的影響力相同；三、學習者中心搭配普通心理學課程內容時對心理健康的影響力最大，講述教學法搭配普通心理學課程內容時的影響力最小，但對軍校適應與學習動機的影響力是相同；四、質性資料顯示，軍校壓力會影響學生的學習動機，但學生不論在哪一個實驗組別，擁有下列經驗者都有助於其學習與改變：1.感受教師的愛與包容、2.理解教師的實務經驗、3.掌握同儕互動的契機、4.體驗模擬情境的壓力、5.學會嘗試換位思考、6.嘗試自我情緒調節、7.反思就讀軍校的初衷、8.應用於真實生活。依據上述發現，本研究建議教師以學習者中心教學模式心理學課程，不僅能夠增強學習動機與因應軍校壓力，更能強化軍校學生之心理健康促進，以供相關教育實務工作者與研究人員參考。
This study aims to explore the impact of different teaching methods (Learner-Centered vs Didactic Teaching) and course content (Positive Psychology vs General Psychology) on the mental health, military school adaptation and learning motivation of military school students. From the perspective of prevention, it deals with the adaptation problems and mental health of military school students. This study predicts that in terms of the effect of improving the mental health of military school students, military school adaptation and learning motivation, the learner-centered will be better than didactic teaching, the positive psychology course will be better than the general psychology, and the teaching method and course content It will interact with mental health, military school adaptation and learning motivation, that is, the learner-centered best with positive psychology course content.
This study adopts 2 (teaching learner-centered / didactic teaching) * 2 (course content positive psychology / general psychology) quasi-experimental design, taking students from a military academy as research participants and classes as units, It is convenient to sample 4 classes and accept four kinds of experimental treatments. Among them, a group taught by teaching methods and general psychology content can be regarded as a control group, and the remaining three groups can be regarded as experimental groups. The above four groups all receive a two-week teaching course of 10 weeks at the same time, and accept pre-test, immediate post-test and post-delay post-test (one month after the end of the course). The measuring tools include: "Subjective Well-being Scale (short questions ")", "Peak Happiness Scale", "Melancholic Emotion Scale", "Military School Student Adaptation Scale" and "Learning Motivation Scale". In addition to collecting quantitative data, this research also collects qualitative data such as focus group interview data, student learning reflection logs, and mid-term/final teaching survey feedback, so as to gain a deeper understanding of the advantages and disadvantages of experimental processing, students` feelings and reactions, and teaching Possible sources of effects, etc.
The study found:1. The learner-centered is more capable of improving the mental health and learning motivation of military school students than didactic teaching, but the two methods have the same influence on the adaptation of military schools.,2. Positive psychology courses are more capable of improving the mental health of military school students than ordinary psychology courses, but the content of the two courses has the same influence on the adaptation or learning motivation of military schools.,3. The learner-centered has the greatest influence on mental health when matched with general psychology course content, and the didactic teaching has the least influence when combined with general psychology course content, but it has the same influence on military school adaptation and learning motivation.,4. Qualitative data show that the pressure of military schools will affect students’ motivation to learn, but no matter which experimental group the students are in, those with the following experience will help their learning and change: 1. Feel the love and tolerance of teachers, 2. Understand the practical experience of teachers, 3. grasp the opportunities of peer interaction, 4. experience the pressure of simulated situations, 5. learn to try empathy, 6. try self-emotional regulation, 7. reflect on the original intention of studying in military schools, 8. apply to reality life. Based on the above findings, this study suggests that teachers use the learner-centered innovative teaching model psychology courses, which can not only enhance learning motivation and respond to military school pressure, but also strengthen the psychological health promotion of military school students for relevant education practitioners and researchers reference.
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描述 博士
國立政治大學
教育學系
105152516
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105152516
資料類型 thesis
dc.contributor.advisor 詹志禹zh_TW
dc.contributor.author (Authors) 鍾成鴻zh_TW
dc.contributor.author (Authors) Jhong, Cheng-Hongen_US
dc.creator (作者) 鍾成鴻zh_TW
dc.creator (作者) Jhong, Cheng-Hongen_US
dc.date (日期) 2020en_US
dc.date.accessioned 2-Sep-2020 12:54:47 (UTC+8)-
dc.date.available 2-Sep-2020 12:54:47 (UTC+8)-
dc.date.issued (上傳時間) 2-Sep-2020 12:54:47 (UTC+8)-
dc.identifier (Other Identifiers) G0105152516en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131834-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 105152516zh_TW
dc.description.abstract (摘要) 本研究旨在探討不同教學方法（學習者中心、講述教學法）及課程內容（正向心理學、普通心理學）對軍校生心理健康、軍校適應及學習動機之影響，以三級預防的初級預防角度來處理軍校生的適應問題與心理健康。本研究預測：就提升軍校生心理健康、軍校適應與學習動機的效果而言，學習者中心將優於講述教學法，正向心理學課程將優於普通心理學，而且，教學方法與課程內容將對心理健康、軍校適應與學習動機產生交互作用，亦即學習者中心搭配正向心理學課程內容時的效果最佳。
本研究採2（教學方法-學習者中心/講述教學法）*2（課程內容-正向心理學/普通心理學）準實驗設計，以某軍事院校學生為研究參與者，班級為單位，方便取樣4個班級，接受四種實驗處理，其中以講述教學法搭配普通心理學內容授課的一組可視為控制組，其餘三組可視為實驗組。上述四組皆同時接受每週2小時共10週的教學課程，並接受前測、立即後測與延宕後測（課程結束一個月後），測量工具包括：「主觀幸福感量表（短題本）」、「巔峰幸福量表」、「憂鬱情緒量表」、「軍校生學校適應量表」及「學習動機量表」。除了蒐集量化資料之外，本研究並蒐集焦點團體訪談資料、學生的學習反思日誌以及期中/期末教學調查回饋等質性資料，以便更深入了解實驗處理的優缺點、學生的感受與反應以及教學效果的可能來源等。
研究結果發現：一、學習者中心比講述教學法更能夠提升軍校學生的心理健康與學習動機，但兩種方法對軍校適應的影響力相同；二、正向心理學課程比普通心理學課程更能夠提升軍校學生的心理健康，但兩種課程內容對軍校適應或學習動機的影響力相同；三、學習者中心搭配普通心理學課程內容時對心理健康的影響力最大，講述教學法搭配普通心理學課程內容時的影響力最小，但對軍校適應與學習動機的影響力是相同；四、質性資料顯示，軍校壓力會影響學生的學習動機，但學生不論在哪一個實驗組別，擁有下列經驗者都有助於其學習與改變：1.感受教師的愛與包容、2.理解教師的實務經驗、3.掌握同儕互動的契機、4.體驗模擬情境的壓力、5.學會嘗試換位思考、6.嘗試自我情緒調節、7.反思就讀軍校的初衷、8.應用於真實生活。依據上述發現，本研究建議教師以學習者中心教學模式心理學課程，不僅能夠增強學習動機與因應軍校壓力，更能強化軍校學生之心理健康促進，以供相關教育實務工作者與研究人員參考。		zh_TW
dc.description.abstract (摘要) This study aims to explore the impact of different teaching methods (Learner-Centered vs Didactic Teaching) and course content (Positive Psychology vs General Psychology) on the mental health, military school adaptation and learning motivation of military school students. From the perspective of prevention, it deals with the adaptation problems and mental health of military school students. This study predicts that in terms of the effect of improving the mental health of military school students, military school adaptation and learning motivation, the learner-centered will be better than didactic teaching, the positive psychology course will be better than the general psychology, and the teaching method and course content It will interact with mental health, military school adaptation and learning motivation, that is, the learner-centered best with positive psychology course content.
This study adopts 2 (teaching learner-centered / didactic teaching) * 2 (course content positive psychology / general psychology) quasi-experimental design, taking students from a military academy as research participants and classes as units, It is convenient to sample 4 classes and accept four kinds of experimental treatments. Among them, a group taught by teaching methods and general psychology content can be regarded as a control group, and the remaining three groups can be regarded as experimental groups. The above four groups all receive a two-week teaching course of 10 weeks at the same time, and accept pre-test, immediate post-test and post-delay post-test (one month after the end of the course). The measuring tools include: "Subjective Well-being Scale (short questions ")", "Peak Happiness Scale", "Melancholic Emotion Scale", "Military School Student Adaptation Scale" and "Learning Motivation Scale". In addition to collecting quantitative data, this research also collects qualitative data such as focus group interview data, student learning reflection logs, and mid-term/final teaching survey feedback, so as to gain a deeper understanding of the advantages and disadvantages of experimental processing, students` feelings and reactions, and teaching Possible sources of effects, etc.
The study found:1. The learner-centered is more capable of improving the mental health and learning motivation of military school students than didactic teaching, but the two methods have the same influence on the adaptation of military schools.,2. Positive psychology courses are more capable of improving the mental health of military school students than ordinary psychology courses, but the content of the two courses has the same influence on the adaptation or learning motivation of military schools.,3. The learner-centered has the greatest influence on mental health when matched with general psychology course content, and the didactic teaching has the least influence when combined with general psychology course content, but it has the same influence on military school adaptation and learning motivation.,4. Qualitative data show that the pressure of military schools will affect students’ motivation to learn, but no matter which experimental group the students are in, those with the following experience will help their learning and change: 1. Feel the love and tolerance of teachers, 2. Understand the practical experience of teachers, 3. grasp the opportunities of peer interaction, 4. experience the pressure of simulated situations, 5. learn to try empathy, 6. try self-emotional regulation, 7. reflect on the original intention of studying in military schools, 8. apply to reality life. Based on the above findings, this study suggests that teachers use the learner-centered innovative teaching model psychology courses, which can not only enhance learning motivation and respond to military school pressure, but also strengthen the psychological health promotion of military school students for relevant education practitioners and researchers reference.		en_US
dc.description.tableofcontents 第一章 緒論…………………………………………………….....…..………………1
第一節 研究動機……………………………………………………………..…..1
第二節 研究目的……………………………………………………………..…..4
第三節 研究問題………………………………………………………………....5
第四節 名詞釋義……………………………………………………...……………5
第二章 文獻探討………………………………………………………………….....9
第一節 正向心理學介入對心理健康之影響…………………….9
第二節 軍校學生的學校適應與及心理健康其研究………20
第三節 學習者中心教學對學生學習動機之影響….………24
第四節 研究焦點與假設…………………………………………………..……31
第三章 研究方法……………………………………………………………..…...…35
第一節 研究架構………………………………………………………………....35
第二節 研究流程………………………………………………………………....37
第三節 研究參與者……………………………………………………………...41
第四節 研究工具……………………………………..…………………………..44
第五節 實驗設計…………………………………………………………..……..49
第六節 資料分析方法…………………………………………………………..58
第七節 研究倫理………………………………………………………………....61
第四章 研究結果……………………………………………………………..……...63
第一節 量化分析結果…………………………………………………………...63
第二節 質化分析結果……………………………..………………………….…88
第三節 課程學習回饋分析…………………………………..…………..116
第五章 結論與建議…………………………………………………………....….134
第一節 研究發現………………………………………………………………....134
第二節 綜合討論….…………………..………………………………………..138
第三節 研究限制………………………….…………………………………....144
第四節 未來研究發展與建議…………………………………………………148
參考文獻……………………………………………………………………………........152
附錄…………………………………………………………………………………..........173

表次
表2-1美國心理學會14點「學習為中心的心理學原則-基本內涵」…22
表2-2 ARCS動機教學模式的要素…………………………………………….........30
表3-1實驗組與對照組之差異對照表…………………………………………........51
表3-2教學方法×課程內容（2×2）的二因子實驗設計………………………..52
表3-3本研究學習者中心之教學實踐教學技巧……………………………….....55
表3-4正向心理學課程主題、教學目標及教學活動………….........56
表3-5普通心理學課程主題、教學目標及教學活動.............57
表4-1教學方法與課程內容在後測主觀幸福感之共變數分析摘要表…65
表4-2教學方法與課程內容在後測主觀幸福感之單純主要效果摘要表6
表4-3不同組別在後測主觀幸福感之描述統計表………............67
表4-4教學方法與課程內容在延宕測主觀幸福感之共變數分析摘要表68
表4-5教學方法與課程內容在延宕測主觀幸福感之單純主要效果摘邀表69
表4-6不同組別在延宕測主觀幸福感之描述統計表.............70
表4-7教學方法與課程內容在後測巔峰幸福感之共變數分析摘要表.71
表4-8教學方法與課程內容在延宕測巔峰幸福感之共變數分析摘要表72
表4-9教學方法與課程內容在延宕測巔峰幸福感之單純主要效果摘要表73
表4-10不同組別在延宕測巔峰幸福感之描述統計表………………………..…74
表4-11教學方法與課程內容在後測憂鬱情緒之共變數分析摘要表……76
表4-12教學方法與課程內容在延宕測憂鬱情緒之共變數分析摘要表77
表4-13教學方法與課程內容在後測心理健康之共變數分析摘要表….78
表4-14教學方法與課程內容在延宕測心理健康之共變數分析摘要表79
表4-15教學方法與課程內容在延宕測心理健康之單純主要效果摘要表80
表4-16不同組別在延宕測心理健康之描述統計表……………………………81
表4-17教學方法與課程內容在後測軍校適應之共變數分析摘要表………82
表4-18教學方法與課程內容在延宕測軍校適應之共變數分析摘要表……83
表4-19教學方法與課程內容在後測學習動機之共變數分析摘要表....84
表4-20教學方法與課程內容在延宕測學習動機之共變數分析摘要表……85
表4-21本研究測驗工具共變數分析結果摘要表…………………...……….....86
表4-22期中與期末教學回饋之次數分配表....................118
表4-23不同組別在期中教學回饋上之單因子變異數分析摘要表………….119
表4-24不同班級在期末教學回饋上之單因子變異數分析摘要表………….122
表5-1研究結果摘要表…………………………………...……………………............137


圖次
圖1完整心理健康狀態類型……………………………………………………19
圖3-1研究架構圖………………………………………….…………...……….36
圖3-2研究流程圖………………………………………….…………...……….37
圖4-1不同教學方法、課程內容對主觀幸福感(後測)之相互作用……67
圖4-2不同教學方法、課程內容對主觀幸福感(延宕測)之相互作用…70
圖4-3不同教學方法、課程內容對巔峰幸福感(延宕測)之相互作用.75
圖4-4不同教學方法、課程內容對心理健康(延宕測)之相互作用..81
 
附錄
附錄1個人基本資料……….……………………………………….....………….173
附錄2臺灣主觀幸福感量表—短題本……………………………………..…174
附錄3巔峰幸福量表.………………………………………………….……….....175
附錄4臺灣憂鬱情緒量表…………………………………………………….....176
附錄5軍校生學校適應量表………………………………………………..…...177
附錄6學習動機量表.………………………………………………….……….....178
附錄7第一輪焦點團體訪談大綱……………………………………………...179
附錄8第二輪焦點團體訪談大綱………………………………….….……….180
附錄9學習反思日誌…………………………………………………….….….....181
附錄10「臺灣主觀幸福感量表、臺灣憂鬱情緒量表」測驗使用授權同意書..182
附錄11「巔峰幸福量表」測驗使用授權同意書………………………..……183
附錄12「軍校生學校適應量表」測驗使用授權同意書………………….…184
附錄13「學習動機量表」測驗使用授權同意書…………………….………185
附錄14「學習者中心教學的正向心理學」教案……………………....………186
附錄15「講述教學法的正向心理學」教案……………..……………………191
附錄16「學習者中心教學的普通心理學」教案………………………………196
附錄17「講述教學法的普通心理學」教案…………………..………………201		zh_TW
dc.format.extent 3167131 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105152516en_US
dc.subject (關鍵詞) 學習者中心教學zh_TW
dc.subject (關鍵詞) 正向心理學zh_TW
dc.subject (關鍵詞) 心理健康zh_TW
dc.subject (關鍵詞) 軍校生適應zh_TW
dc.subject (關鍵詞) 學習動機zh_TW
dc.subject (關鍵詞) Learner centered Instructionen_US
dc.subject (關鍵詞) Positive psychologyen_US
dc.subject (關鍵詞) Mental healthen_US
dc.subject (關鍵詞) Military school student adaptationen_US
dc.subject (關鍵詞) Learning motivationen_US
dc.title (題名) 心理學不同教學方法及課程內容對軍校生心理健康、軍校適應及學習動機之影響: 教學實踐取向研究zh_TW
dc.title (題名) The Effect of Different Teaching Methods and Course Contents of Psychology on Mental Health, Military School Adaptation and Learning Motivation of Military School Studentsen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU202001206en_US