| 摘要: | 十二年國民教育改革是臺灣當前教育場域中沸沸揚揚的熱門議題，而面臨十二年國教的衝擊，國中生的學習動機為何？則是本研究關注的重心。故本研究旨在探討十二年國民教育改革下國中二年級學生學習動機的情形。研究的場域是以研究者所任教的班級山海班為例，而研究的方法則以質性研究為取向，冀望深入探究一個國二班級學生，在十二年國教實施下學習動機的情形。在進行探究後，本研究歸結出以下結論：
一、十二年國民教育政策層面
（一）免試升學仍會影響部分學生的學習動機
（二）政策不明，多元化的升學方式，影響部分學生的學習動機
（三）部分學生是為了服務學習的成績而努力，其學習動機並非自發性的
（四）會考會影響部分學生的學習動機
二、教師層面
（一）教師適度的要求學生，部分學生的學習動機會較高
（二）教師上課的風趣會影響部分學生的學習動機
（三）部分教師認為十二年國教下的學習動機，學生個別差異大，低成就的學生更早失去其學習動機
（四）教師對十二年國教雖樂見其成，但同時也擔憂學生因而減低學習動機
（五）教師肯定補救教學的施行，但也認為效果有限
（六）教師願意利用各種教學方法來激發學生的學習動機
（七）教師認為養成學生正確人生態度更顯重要
三、家長層面
（一）十二年國教下部分家長會在意孩子的學習成就
（二）父母適當地期望，俾益孩子學習動機的增強
（三）當孩子的學習動機降低，部分家長會選擇多與孩子溝通
（四）家長對孩子未來生涯規劃的態度會影響部分學生的學習動機
（五）部分家長也覺得孩子的學習動機有受到政策的影響
（六）部分家長覺得孩子雖受政策影響，但真正影響學習動機還是孩子的本質
四、學生層面
（一）學生主動複習課業的人並不多，只有在段考前才會讀書
（二）部分學習態度佳的學生，學習動機較高
（三）部分學生對成績的自我期許高，學習動機也會較強
（四）主動克服學習問題的學生，學習動機較高
（五）部分學生面對喜歡的科目，其學習動機較高
（六）部分學生會以父母的職業、父母的期許為學習努力目標
最後，結合以上四個層面之發現結果，對政策、教師教學、家長教育態度、學生學習及未來研究提出建議以供參考。
The 12-year compulsory education reform is a current educational issue in Taiwan. Facing the impact of education reform, what is the learning motivation of junior high school students? It is the focus of attention. This study aims to investigate the learning motivation situation of the junior sophomore under the twelve-year compulsory education reform . Field studies classes, Shanhai class as the example , are taught by researchers. The research methods is qualitative research approach, hoping to delve into students learning motivation whether changes could be produced because of years of state religion. Perform this study purport, purpose of this study can be summarized as the following conclusions :
A. Twelve-year compulsory education policy
1. The school plan will affect some students' motivation.
2. The policy is unknown, studies diversified way affect their motivation to learn.
3. Students tend to serve the learning achievements and efforts, their motivation is not spontaneous.
4. The examinations will affect their motivation to learn.
B. Teacher teaching
1. Teacher-moderate students, higher learning motivation of students.
2. Be funny in class of teachers affect students ' learning motivation.
3. The teachers think that the motivation of students under twelve-year compulsory education, individual differences is in a large, low-achieving students lose motivation earlier.
4. Teachers delight in twelve-year compulsory education, but also concernthat students reduce their motivation.
5. Teachers think the effectiveness of remedial teaching is certainly, but the effect is also limited.
6. Teachers would love to use a variety of teaching methods to stimulate students' motivation to learn.
7. Teachers think that to develop students' positive attitude to life is more important.
C. Parent attitude in participation education
1. Parents concern child's learning achievements under twelve-year compulsory education.
2. Parents expectations appropriately helps enhance children's learning motivation.
3. When child's learning motivation reduce, parents will choose to communicate with their children more.
4. Attitude of the parents about child's future career planning affects student motivation.
5. Parents feel that their children' motivation has been under the impact of policies.
6. Parents think that their children are affected by the policy, but the real impact of the learning motivation is the nature of the child.
D. Students Learning
1. Not many students take the initiative to review the assignments , only read for the sections exam.
2. The better learning attitude, the higher motivation.
3. The students' achievement of high self-expectations, learning motivation will be stronger.
4. Students take the initiative to overcome the problem, motivation is higher.
5. The subjects that students like have higher motivation.
6. Students effort the target for parents 'occupation and expectations.
Finally, the combination of these four aspects of the findings for policy, teachers, parents, educational attitude, student learning and future research suggestions for reference. |
