臺灣博碩士論文加值系統

在全球化的競爭下，如何培養創新人才是台灣教育改革思考的重點。教育是國家培養人才的基礎，因此提升學習成效是主要的目標。
本研究以高中職學生參與競賽中教師支持能力為核心，並探討教師支持對學習態度與學習成效之影響性，進而探討教師支持與學習態度間之關連，瞭解以上因素是否為提升高中職學生學習成效之關鍵。
本研究主要探討教師支持、學習態度與學習成效三者間影響程度之關係。故本研究除探討教師支持與學習態度構面下各因素變數對學習成效影響的程度之外，並以高中職學生在競賽中獲得之教師支持與學習態度二構面是否具有提升其學習成效之效果，以及暸解教師支持、學習態度與學習成效三構面間之是否有關聯性。於107年12月15日進行震活動時對研究對象發放問卷，共計發放 290 份問卷，經整理其有效樣本共250份，有效問卷比率為86.2%。經由中介驗證中可看出，三者之間有其關聯性，互相有正向的影響，學習態度能提高學習成效，加入教師支持做為中介效果後，會使學習成效有更強的加乘作用。

關鍵詞:教師支持、學習態度、學習成效、抗震大作戰

Under the global competition, how to cultivate innovative talents is the focus of Taiwans educational reform. Education is the foundation of the country to train talents, so improving learning effectiveness is the main target.
This study focuses on the ability of teacher support on high school students participating in the competition, and explores the impact of teacher support on learning attitudes and learning effectiveness, and then explores the relationship between teacher support and learning attitudes, and whether the above factors can improve the learning of high school students.
This research focuses on the relationship between teacher support, learning attitude and learning effectiveness. Therefore, in addition to the extent to which the influence of various factors and variables on the learning effectiveness under the teacher support and learning attitudes, this study also explores whether the teacher support and learning attitudes obtained by high school students in the competition have improved their learning effectiveness. This study also examines the effect, and whether there is a correlation between the three aspects of teacher support, learning attitude and learning effectiveness. Questionnaires were distributed to the students during the earthquake-resistant competition activities on December 15, 107, and a total of 290 questionnaires were distributed. A total of 250 valid samples were compiled, and the effective rate was 86.2%. It can be seen from the mediation verification that there is a correlation between the three, which has a positive influence on each other. The learning attitude can improve the learning effect. After joining the teacher support as an intermediary effect, the learning effectiveness will be more powerful effect.

摘要 I
ABSTRACT II
誌謝 III
目錄 V
表目錄 VIII
圖目錄 X
第一章緒論 1
1.1研究背景與動機 1
1.2研究目的 3
1.3研究步驟與流程 4
第二章文獻回顧 6
2.1抗震大作戰介紹 6
2.1.1 高科大克震 9
2.1.2 橋梁變變變 12
2.1.3 點燃拍攝魂 15
2.1.4 沙盒 16
2.2教師支持 17
2.2.1 教師支持定義 17
2.2.2 教師社會支持 18
2.2.3 社會支持之種類 18
2.2.4自決理論 20
2.3學習態度 24
2.3.1學習態度之定義 24
2.4學習成效 28
2.4.1學習成效之定義 28
2.4.2學習成效之評估 28
第三章研究方法 30
3.1研究模型與假設 30
3.1.1 研究模型 30
3.1.2 研究假設 31
3.2研究對象與抽樣 31
3.3研究問卷編制 31
3.4研究量表信度檢驗 38
3.5分析方法介紹 42
第四章研究分析與討論 45
4.1樣本結構分析 45
4.1.1受測者個人基本資料分析 45
4.2 研究構面之敘述性分析 47
4.3研究構面之因素分析 53
4.4研究構面之差異分析 57
4.5皮爾森相關分析 59
4.6研究構面之迴歸分析 60
4.7研究構面之中介驗證 63
4.8小結 64
第五章結論與建議 66
5.1結論 66
5.2對後續研究之建議 68
參考文獻 69
附錄研究問卷 76
個人履歷 78

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