學習者正向學科任務價值感知策略提高學習動機的行動研究

Abstract

針對光電系大一的光電科技導論課程的學習促進，在陸續導入業師的產業巡禮講座課程、目標導向的漁村參訪、思惟導圖總結課程內容等學習模式後，申請人於2024年執行「結合自律學習與總結成功經驗教學策略提升學生學習動機與信念」計畫，引導學生透由自我學習回顧與總結自己成功的經驗，鼓舞學生的學習情緒提升其學習動機，結果顯示學生對於實踐「自律學習與自我學習總結」的學習方式表現出正向的感受及評價。本計畫進一步以「學習者的學科學習價值感受策略」以提升學生學習動機與信念。透由引導學生針對其專業學科內容進行專利檢索、閱讀與分析，理解專利資料庫豐富與詳細的技術資訊的自主學習行動，發現與瞭解其所學學科內容「實質上的意義感」，探討使學生感知學科課程正面的學科學習價值，是否能令大一學生產生正向的自我反應行為（學習動機），因此而促進其學習光電科技導論之學業表現？透由「科羅拉多科學學習態度調查」，結果顯示問卷所有類別中的平均數都有所提升，表明學生的能力和信心都有所提高。在「個人興趣（ Personal Interest）」、「一般問題的解決（Problem Solving General）、「解決問題的自信心 （Problem Solving Confidence)）三個面向的變化成長特為明顯。總結而言，學生透過專利檢索、閱讀與分析之「學習者的學科學習價值感受策略」教學活動有助於提升學生的學習動機與信念，所達成之成效包括：（一）學生能進行專利檢索、閱讀與分析導向自主學習，成為主動的學習者。（二）建立學生的正向學科任務價值感知。（三）正向學科任務價值感知的策略可促進學生學習動機成效。 In order to promote the learning of the Fundamentals of Electro-optics Course for first-year students in the Department of Optoelectronics, the applicant implemented the "Action research on improving students' learning motivation and learning beliefs by combining self-regulated learning and forming successful concepts teaching strategies" plan in 2024 after gradually introducing learning modes such as industry tour lectures by industry experts, goal oriented fishing village visits, and mind mapping summary course content. The plan guided students to review and summarize their successful experiences through self-learning, encouraged their learning emotions, and enhanced their learning motivation. The results showed that students showed positive feelings and evaluations towards the practice of "self-discipline learning and self-learning summary" learning methods. This project further aims to enhance students' learning motivation and beliefs through the "learner's perception strategy of subject learning value". By guiding students to conduct patent research, reading, and analysis on their professional subject content, understanding the rich and detailed technical information in the patent database, discovering and understanding the "substantial sense of meaning" of the subject content they are learning, and exploring whether making students perceive the positive subject learning value of the subject curriculum can generate positive self reaction behavior (learning motivation) among first-year students, thereby promoting their academic performance in learning optoelectronic technology theory? According to the "Colorado Science Learning Attitude Survey", the results show that the average scores of all categories in the questionnaire have increased, indicating that students' abilities and confidence have improved. The changes and growth in the three aspects of 'Personal Interest', 'Problem Solving General', and 'Problem Solving Confidence' are particularly evident. In summary, the teaching activity of "Learner's Subject Learning Value Perception Strategy" through patent search, reading, and analysis can help enhance students' learning motivation and beliefs. The results achieved include: (1) students can engage in self-directed learning guided by patent search, reading, and analysis, becoming active learners. （2） Establish students' positive perception of the value of subject tasks. （3） The strategy of perceiving the value of positive subject tasks can promote the effectiveness of students' learning motivation.