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題名 早期創業精神教育對臺灣偏鄉學童之影響
The effects of early entrepreneurship education in rural Taiwan作者 林玉惠
Lin, Yu-Hui貢獻者 吳靜吉<br>樊學良
Wu, Jing-Jyi<br>Fan, Hsueh-Liang
林玉惠
Lin, Yu-Hui關鍵詞 早期創業精神教育
素養導向教育
偏鄉
技能形成技術理論
Early entrepreneurship education
Competency-based education
Rural education
The technology of skill formation日期 2024 上傳時間 1-Feb-2024 11:44:51 (UTC+8) 摘要 世界各國均將創業精神教育視為促進經濟成長和青年就業的關鍵因素，創業精神教育在高等教育體系已相當普及，近年美國、歐盟和中國等國則進一步推動國民教育體系（如小學）的創業精神教育，該政策背後之基本假定為對早期教育的投資將會影響學童成年後之就業能力，進而有利於國家的整體經濟報酬。本研究根據Cunha與Heckman的技能形成技術理論（the technology of skill formation），主張早期認知技能及非認知技能之投資(即創業精神教育)不僅直接影響現有技能的存量，未來於後期可以產生外溢效果，提升現有技能或新投資上更具有生產力。因此如何提升偏鄉學童之創業精神，遂成為創業教育研究學者和實務界都相當重視的議題。 具體而言，本研究延伸Cunha與Heckman之理論觀點、Huber等人有關學童創業精神教育的研究，以及素養導向教育之理論基礎，目的在於了解創業精神教育對臺灣偏鄉學童的影響，亦即創業精神教育對創業技能、創業知識及創業意圖的影響。本研究以臺灣兩所偏鄉小學共245位高年級學童為研究對象，透過田野實驗施行創業精神教育，所有研究對象皆接受前測及後測問卷調查，並採相依樣本t檢定分析。研究發現，創業精神教育對學童創業技能（包括四大導向十六項技能）有顯著效果，即四大導向對學童的學習皆有正向顯著之影響；從個別技能來看，十六項技能中共有十二項技能有顯著效果，包含分析力、主動積極、簡報提案能力、規劃能力、活用在地資源的能力、團隊合作能力、成就需求、堅持力、創業機會警覺力與辨識能力、財務管理概念、行銷溝通能力、自我效能。再者，創業精神教育對創業知識有顯著效果，對創業意圖則無。 以上分析結果顯示，接受創業精神教育的學童在創業技能及創業相關知識的表現，均顯著高於未接受創業精神教育的學生。本研究也另外訪談了相關利害關係人，從他們所描述的現象，我們發現不但學校校長、老師及家長對創業精神教育肯定，擔任教學之大學生講師與隊輔，以及接受創業精神教育的小學生也能有所受益。根據上述研究發現，本研究提出相關建議，期能在增進教育資源以更符合個體發展和權利的同時，對促進台灣偏鄉學童的早期創業精神教育有所貢獻。
Regarded as a key factor for economic growth and youth employment, scholars, practitioners, and policymakers alike place great importance on entrepreneurship, and as a result, entrepreneurship education is booming worldwide, particularly in higher education. In recent years, governments, such as the United States, China, and countries of the European Union, have begun to promote entrepreneurship education throughout their national school systems, including in primary schools, based on the assumption that investment in early education will affect adulthood employability and overall national economic return. This approach is supported by Cunha and Heckman’s model of the technology of skill formation, which holds that early investment in cognitive and non-cognitive skills both affects immediate skill stock and produces future spill-over effects. Indeed, Huber et al., applying Cunha and Heckman’s model to study the impact of early entrepreneurship education, demonstrate positive effects on youth entrepreneurial knowledge and related skills. Based on competency-based education theory, this study adapts Cunha and Heckman’s perspective and extends Huber et al.’s work by exploring the effects of entrepreneurship education on rural students in Taiwan on their entrepreneurial skills （using a novel, expert-developed instrument measuring sixteen skills categorized under four major orientations）, knowledge, and intentions. A total of 245 students in two rural primary schools in Taiwan engaged in field experiment-based entrepreneurship education program. Participants completed pre-test and post-test questionnaires, and data underwent dependent t-test analysis. Results indicated that entrepreneurship education program had a significant effect on school children’s entrepreneurial skills, including all four major orientation categories and twelve of the sixteen individual skills, namely: analytical ability, initiative, presentation and proposal ability, planning ability, ability to utilize local resources, teamwork ability, need for achievement, persistence, alertness and identification of entrepreneurial opportunities, financial management concepts, marketing communication skills, and self-efficacy. There was a significant positive difference following programming for entrepreneurial knowledge, though no significant effect on entrepreneurial intention. To gain a broader understanding of possible spillover effects and the overall context for early entrepreneurship, interviews were also conducted with relevant stakeholders, providing evidence that principals, teachers, and parents affirmed early entrepreneurship education. Further, in addition to the primary school students participating in program, university student lecturers and team assistants serving as teachers also benefited from programming. 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國立政治大學
科技管理與智慧財產研究所
103364503資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103364503 資料類型 thesis dc.contributor.advisor 吳靜吉<br>樊學良 zh_TW dc.contributor.advisor Wu, Jing-Jyi<br>Fan, Hsueh-Liang en_US dc.contributor.author (Authors) 林玉惠 zh_TW dc.contributor.author (Authors) Lin, Yu-Hui en_US dc.creator (作者) 林玉惠 zh_TW dc.creator (作者) Lin, Yu-Hui en_US dc.date (日期) 2024 en_US dc.date.accessioned 1-Feb-2024 11:44:51 (UTC+8) - dc.date.available 1-Feb-2024 11:44:51 (UTC+8) - dc.date.issued (上傳時間) 1-Feb-2024 11:44:51 (UTC+8) - dc.identifier (Other Identifiers) G0103364503 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149661 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 科技管理與智慧財產研究所 zh_TW dc.description (描述) 103364503 zh_TW dc.description.abstract (摘要) 世界各國均將創業精神教育視為促進經濟成長和青年就業的關鍵因素，創業精神教育在高等教育體系已相當普及，近年美國、歐盟和中國等國則進一步推動國民教育體系（如小學）的創業精神教育，該政策背後之基本假定為對早期教育的投資將會影響學童成年後之就業能力，進而有利於國家的整體經濟報酬。本研究根據Cunha與Heckman的技能形成技術理論（the technology of skill formation），主張早期認知技能及非認知技能之投資(即創業精神教育)不僅直接影響現有技能的存量，未來於後期可以產生外溢效果，提升現有技能或新投資上更具有生產力。因此如何提升偏鄉學童之創業精神，遂成為創業教育研究學者和實務界都相當重視的議題。 具體而言，本研究延伸Cunha與Heckman之理論觀點、Huber等人有關學童創業精神教育的研究，以及素養導向教育之理論基礎，目的在於了解創業精神教育對臺灣偏鄉學童的影響，亦即創業精神教育對創業技能、創業知識及創業意圖的影響。本研究以臺灣兩所偏鄉小學共245位高年級學童為研究對象，透過田野實驗施行創業精神教育，所有研究對象皆接受前測及後測問卷調查，並採相依樣本t檢定分析。研究發現，創業精神教育對學童創業技能（包括四大導向十六項技能）有顯著效果，即四大導向對學童的學習皆有正向顯著之影響；從個別技能來看，十六項技能中共有十二項技能有顯著效果，包含分析力、主動積極、簡報提案能力、規劃能力、活用在地資源的能力、團隊合作能力、成就需求、堅持力、創業機會警覺力與辨識能力、財務管理概念、行銷溝通能力、自我效能。再者，創業精神教育對創業知識有顯著效果，對創業意圖則無。 以上分析結果顯示，接受創業精神教育的學童在創業技能及創業相關知識的表現，均顯著高於未接受創業精神教育的學生。本研究也另外訪談了相關利害關係人，從他們所描述的現象，我們發現不但學校校長、老師及家長對創業精神教育肯定，擔任教學之大學生講師與隊輔，以及接受創業精神教育的小學生也能有所受益。根據上述研究發現，本研究提出相關建議，期能在增進教育資源以更符合個體發展和權利的同時，對促進台灣偏鄉學童的早期創業精神教育有所貢獻。 zh_TW dc.description.abstract (摘要) Regarded as a key factor for economic growth and youth employment, scholars, practitioners, and policymakers alike place great importance on entrepreneurship, and as a result, entrepreneurship education is booming worldwide, particularly in higher education. In recent years, governments, such as the United States, China, and countries of the European Union, have begun to promote entrepreneurship education throughout their national school systems, including in primary schools, based on the assumption that investment in early education will affect adulthood employability and overall national economic return. This approach is supported by Cunha and Heckman’s model of the technology of skill formation, which holds that early investment in cognitive and non-cognitive skills both affects immediate skill stock and produces future spill-over effects. Indeed, Huber et al., applying Cunha and Heckman’s model to study the impact of early entrepreneurship education, demonstrate positive effects on youth entrepreneurial knowledge and related skills. Based on competency-based education theory, this study adapts Cunha and Heckman’s perspective and extends Huber et al.’s work by exploring the effects of entrepreneurship education on rural students in Taiwan on their entrepreneurial skills （using a novel, expert-developed instrument measuring sixteen skills categorized under four major orientations）, knowledge, and intentions. A total of 245 students in two rural primary schools in Taiwan engaged in field experiment-based entrepreneurship education program. Participants completed pre-test and post-test questionnaires, and data underwent dependent t-test analysis. Results indicated that entrepreneurship education program had a significant effect on school children’s entrepreneurial skills, including all four major orientation categories and twelve of the sixteen individual skills, namely: analytical ability, initiative, presentation and proposal ability, planning ability, ability to utilize local resources, teamwork ability, need for achievement, persistence, alertness and identification of entrepreneurial opportunities, financial management concepts, marketing communication skills, and self-efficacy. There was a significant positive difference following programming for entrepreneurial knowledge, though no significant effect on entrepreneurial intention. To gain a broader understanding of possible spillover effects and the overall context for early entrepreneurship, interviews were also conducted with relevant stakeholders, providing evidence that principals, teachers, and parents affirmed early entrepreneurship education. Further, in addition to the primary school students participating in program, university student lecturers and team assistants serving as teachers also benefited from programming. Based on the above findings, this study offers suggestions for stakeholders, including researchers and practitioners of early entrepreneurship education in rural areas of Taiwan, in the hopes of contributing to these efforts and promoting effective allocation of relevant educational resources in service of equity in terms of development opportunities and other universal rights. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 8 第三節 研究問題 10 第四節 主要名詞定義 12 第二章 文獻回顧 15 第一節 創業精神教育 15 第二節 早期創業精神教育 31 第三節 偏鄉教育與發展概況 42 第四節 主要文獻統整概要 49 第三章 先導研究 53 第一節 課程設計與實施 53 第二節 先導研究之分析結果 60 第三節 先導研究之結論 64 第四章 正式研究 65 第一節 研究架構 65 第二節 研究對象與研究場域 67 第三節 研究資料之蒐集 71 第四節 研究工具 76 第五章 研究結果 85 第一節 資料處理與分析 85 第二節 研究分析結果 104 第六章 討論、意涵與結論 123 第一節 理論意涵 123 第二節 實務意涵 124 第三節 研究限制與未來研究建議 126 第四節 結論 127 參考文獻 129 附 錄 140 附錄一 早期創業精神教育之開放式問卷 140 附錄二「學童創業精神教育的能力」之專家調查問卷 141 附錄三 校長訪談大綱 144 附錄四 教案 145 附錄五 學童前後測問卷 169 附錄六 利害關係人訪談資料 178 zh_TW dc.format.extent 5186510 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103364503 en_US dc.subject (關鍵詞) 早期創業精神教育 zh_TW dc.subject (關鍵詞) 素養導向教育 zh_TW dc.subject (關鍵詞) 偏鄉 zh_TW dc.subject (關鍵詞) 技能形成技術理論 zh_TW dc.subject (關鍵詞) Early entrepreneurship education en_US dc.subject (關鍵詞) Competency-based education en_US dc.subject (關鍵詞) Rural education en_US dc.subject (關鍵詞) The technology of skill formation en_US dc.title (題名) 早期創業精神教育對臺灣偏鄉學童之影響 zh_TW dc.title (題名) The effects of early entrepreneurship education in rural Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、 中文部分 王如哲（2000）。知識管理與學校教育革新。教育研究集刊，45，35-55。 王佳蕙（2020）。產業支持對偏鄉學校、家庭及孩童照顧服務的實踐—以司馬庫斯共同經營為例。臺北市立大學教育行政與評鑑研究所。 https://hdl.handle.net/11296/rhu48a 王麗雲、甄曉蘭（2007）。台灣偏遠地區教育機會均等政策模式之分析與反省。教育資料集刊，36，25-39。 李永展（2005）。永續鄉村營造之初探。中華水土保持學報，36（4），339-354。 吳清山（2010）。讓弱勢孩子看到希望。師友月刊，513，8-13。 吳璧純、詹志禹。（2018）。從能力本位到素養導向教育的演進，發展及反思。Journal of Educational Research，14（2），35-64。 吳靜吉（2020）。創造力的激發：吳靜吉的七十堂創造力短講。遠流。 邱皓政（2019）。量化研究與統計分析：SPSS與R資料分析範例解析，六版。台北：五南。 莊淑姿（2001）。台灣鄉村發展類型之研究〔未出版碩士論文〕。國立臺灣大學農業推廣學研究所。 張繼寧（2009）。臺灣偏遠地區國民中學學生學業成就影響因素之研究〔未出版碩士論文〕。國立臺灣師範大學教育學系。 溫肇東、劉常勇、謝如梅、陳意文、鄭宇庭、蔡淑梨、羅宗敏、陳麗華、周世豐（2010）。台灣創業環境調查與建議：國家專家觀點。創業管理研究，5（4），35-71。 溫肇東、陳碧芬（2003）。栽一棵創業種籽。台北：商智文化。 甄曉蘭（2007）。偏遠國中教育機會不均等問題與相關教育政策初探。教育研究集刊，（53:3），1-35。 廖述賢、張文榮（2010）。市場導向、創新能力、行銷能力與經營績效。商略學報 2（2），087-107。 劉常勇、謝如梅（2006）。創業管理研究之回顧與展望：理論與模式探討。創業管理研究。1（1），1-43。 鄭勝耀、侯雅雯（2017）。補救教學政策之國際發展趨勢分析。教育研究月刊，281， 52-62。 貳、 英文部分 Ajzen, I.（1985）. 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