| dc.contributor.advisor | 吳靜吉 | zh_TW |
| dc.contributor.author (Authors) | 蕭詔文 | zh_TW |
| dc.creator (作者) | 蕭詔文 | zh_TW |
| dc.date (日期) | 2003 | en_US |
| dc.date.accessioned | 17-Sep-2009 14:58:18 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 14:58:18 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 14:58:18 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0090152032 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/32963 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 教育研究所 | zh_TW |
| dc.description (描述) | 90152032 | zh_TW |
| dc.description (描述) | 92 | zh_TW |
| dc.description.abstract (摘要) | 資優教育在我國行之有年，資優生的表現一直為人所關切，在時代潮流的推進下，一個抱持希望，能夠處處展現創新行為的學生為現前教育所努力的目標，在這樣的基礎下，本研究主要來探討師徒類型、師徒經驗與希望、創新行為表現的關係，以及性別、依附風格與師徒類型、師徒經驗的關係。 本研究受試對象為台灣地區高中數理生228名，藝術生(美術生、音樂生)102名，一般生509名共839名。研究工具包括「師徒發展網絡量表」、「師徒經驗量表」、「依附風格量表」、「希望量表」、「創新行為量表」，根據研究結果提出以下幾點結論：一、在依附風格、師徒類型方面，數理生、藝術生、一般生的分佈比例沒有差別。二、在師徒經驗方面，數理生與藝術生獲得的諮詢贊助與角色楷模高於一般生；數理生的引薦推介高於藝術生與一般生；不同學生別學生的保護協助沒有差別。三、在希望方面，藝術生的尋求解決之道高於一般生。四、在創新行為方面，數理生、藝術生與一般生的表現沒有差別。五、師徒類型與師徒經驗的關係中，多元創業型的師徒經驗最豐富，守株待兔型最缺乏。六、性別與師徒類型的關係中，數理生而言，女生從一而終型比例高於男生，男生機會主義型比例高於女生；全體、藝術生、一般生而言，沒有差別。七、依附風格與師徒類型的關係中，全體與一般生而言，逃避型依附風格為守株待兔師徒類型者比例高於其他依附風格，安全型依附風格為多元創業師徒類型者比例高於其他依附風格；數理生、藝術生而言，沒有差別。八、性別與師徒經驗的關係中，全體而言，女生諮詢贊助與角色楷模的經驗高於男生；一般生而言，女生諮詢贊助的經驗高於男生，男生引薦推介的機會高於女生；數理生、藝術生而言，沒有差別。九、依附風格與師徒經驗的關係中，全體與一般生而言，安全型依附風格者各方面的師徒經驗皆高於焦慮矛盾與逃避型，且對全體而言，焦慮矛盾型依附風格的諮詢贊助又高於逃避型；數理生、藝術生而言，沒有差別。十、師徒類型與希望的關係中，全體、數理生、一般生而言，不同師徒類型希望程度有所不同。不論成功的意志力或尋求解決之道，對全體與數理生而言，多元創業型皆優於其他師徒類型；一般生而言，多元創業型優於機會主義與守株待兔型；藝術生而言，沒有差別。十一、師徒經驗與希望的關係中，全體、數理生、一般生而言，角色楷模與引薦推介對希望最具預測力；藝術生而言，角色楷模對希望最具預測力。十二、師徒類型與創新行為的關係中，全體與一般生不同師徒類型的創新行為表現程度有所不同。全體而言，創意產生方面，多元創業型優於從一而終、機會主義與守株待兔型，且從一而終及機會主義又優於守株待兔型。創意實踐方面，多元創業型優於從一而終、機會主義與守株待兔型，且從一而終優於守株待兔型；一般生而言，創意產生方面，多元創業型優於從一而終、機會主義與守株待兔型，且從一而終型優於守株待兔型。創意實踐方面，多元創業型優於從一而終、機會主義與守株待兔型；數理生與藝術生而言，沒有差別。十三、師徒經驗與創新行為的關係中，全體、數理生而言，角色楷模與引薦推介對創新行為最具預測力；藝術生而言，角色楷模對創新行為最具預測力；一般生而言，諮詢贊助與引薦推介對創新行為最具預測力。 | zh_TW |
| dc.description.tableofcontents | 第一章 緒論第一節 研究動機………………………………………………………………1第二節 研究目的與問題…………………………………………………… 10第三節 名詞定義…………………………………………………………… 11第四節 研究限制…………………………………………………………… 13第二章 文獻探討第一節 資優教育概況……………………………………………………… 14第二節 師徒關係探討……………………………………………………… 19第三節 師徒相關研究……………………………………………………… 37第四節 性別與師徒關係…………………………………………………… 43第五節 依附風格與師徒關係……………………………………………… 44第六節 師徒關係與希望…………………………………………………… 47第七節 創新行為與希望…………………………………………………… 51第三章 研究方法第一節 研究對象……………………………………………………………55第二節 研究架構……………………………………………………………56第三節 研究假設……………………………………………………………57第四節 研究工具……………………………………………………………58第五節 實施程序……………………………………………………………69第六節 資料處理與分析……………………………………………………70第四章 研究結果第一節 受試者在各研究變項上的結果分析………………………… 71第二節 關於師徒關係………………………………………………… 82第三節 性別、依附風格與師徒關係………………………………… 92第四節 關於師徒關係與希望…………………………………………111第五節 關於師徒關係與創新行為……………………………………122第六節 依附風格、多元性、連結程度、師徒經驗與希望、創新行為之典型相關分析…………………………………………………………… 133第五章 結論與建議第一節 假設驗證………………………………………………………138第二節 結論……………………………………………………………143第三節 建議……………………………………………………………149參考書目……………………………………………………………………155附錄一：「師徒關係相關經驗問卷」……………………………………163附錄二：高中生參展競賽次數統計………………………………………171 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0090152032 | en_US |
| dc.subject (關鍵詞) | 師徒關係 | zh_TW |
| dc.subject (關鍵詞) | 師徒經驗 | zh_TW |
| dc.subject (關鍵詞) | 依附風格 | zh_TW |
| dc.subject (關鍵詞) | 希望 | zh_TW |
| dc.subject (關鍵詞) | 創新行為 | zh_TW |
| dc.title (題名) | 高中資優生師徒關係及其相關因素之研究∼數理生、藝術生與一般生之對照 | zh_TW |
| dc.type (資料類型) | thesis | en |
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