ඒߛઔߒႃע
รԼᙀรཚʳ 2003 ڣ 12 ִʳ 251-273
ఀᏰПݲᇄᏰಬԁ!
ᄇႫသሄօՌณऋᏰᏰಬԙਝϞኇ
ʸ ෴ ဢ ! ࡌ
ءઔߒڱڇᛵᇞ՛ิٽ܂ᖂΕଡܑᗑم۞ᖂא֗ଡܑᤁञԿጟլٵඒᖂ
ֱऄא֗ٽᖂृኙඒᖂֱऄೣړፖܡΔࠟ۞᧢ႈኙഏ՛ᖂ࿙ሽᆰ᎖ܗ۞ྥઝ ᖂᖂګயհᐙΖא 3X2 Բڂᄷኔ᧭ૠऄΔܓشፕতؑԫഏ՛նڣ్ଡ
ఄ్ᖂسΰ335 Գαၞ۩ሽᆰ᎖ܗᖂ೯Δࠌشᖂೣړၦ।Εࠟٝګ༉ྒྷ᧭
֗۞ྥઝኪ৫ၦ।گႃઌᣂᇷறΖᇷறאԲڂ᧢ฆᑇอૠֱऄ։࣫࿇Δඒᖂ
ֱऄא֗ٽᖂೣړፖܡࠟ۞᧢ႈኙᖂᄐګ༉ፖᖂઝኪ৫ڶٌյ܂شΖഗ࣍ء ઔߒ࣠৬ᤜΔ༼ࣙ۞ྥᖂઝᖂᄐګ༉ፖᖂઝኪ৫Δඒᖂृڇᙇشඒᖂऄऱٵ ழΔᚨەၦᖂृኙլٵඒᖂऄऱೣړणኪΔሎشլٵऱඒᖂฃΔאڶய༼ࣙ
ᖂسऱᖂᄐګ༉ٍࢨᖂઝኪ৫Ζ
ᜢᗖӷǺႝတᇶշᏢಞǵ௲ᏢБݤǵᏢಞୃӳ
ҁЎբޣࣁ୯ҥԋфεᏢ௲ػࣴز܌ୋ௲
ႝηແҹࣁǺfuyun@mail.ncku.edu.tw
ዺВයǺ2003 ԃ 4 Д 22 Вǹ௦ҔВයǺ2003 ԃ 11 Д 14 В
Bulletin of Educational Research
December, 2003, Vol. 49 No. 4 pp. 251-273
The Learning Effects of Instructional Methods and Learning Preferences in a Computer-Assisted Science
Learning Environment
Fu-Yun Yu A b s t r a c t
The main purpose of this study was to examine the relative effects of cooperative, competitive, and individualist learning on student academic achievements and attitudes.
Since matching instructional methods with individual preferences has been intuitively recommended but rarely substantiated empirically, the second purpose of this study was to explore the interactive effects of instructional methods and learners’ preferences on student learning. A 3X2 factorial design was adopted for this study. Nine fifth-grade classes (N=335) participated in the study for three consecutive weeks. Data were collected via
“Learning Preference Scale for Students,” two posttests, and a questionnaire regarding
“Attitudes toward Science in School Assessment,” and then analyzed by means of two-way ANOVA. It was found that there were interactive effects between instructional methods and learners’ preferences with regard to student academic achievements and student attitudes toward science. In view of these findings, it was suggested that instructors should take students’ learning preferences into consideration when implementing different instructional methods in science classrooms.
Keywords: computer-assisted learning, instructional methods, learning preferences
Associate Professor, Graduate Instituete Education, National Cheng-Kung University E-mail: fuyun@mail.ncku.edu.tw
Manuscript received: Apr. 22, 2003; Accepted: Nov. 14, 2003
ಥăࡁտቡϤᄃϫ۞
ඒߛຝ۞ 1993 ڣದቤച۩ψޏٺ్ᖂீᇷಛඒᖂૠωΕψሽᆰ᎖ܗඒᖂ
࿇୶֗ංᐖૠωፖψᇷಛඒߛഗ៕৬ૠωΔ۞ᓰ࿓ΕໂΕஃᇷΕඒޗٺ
ֱ૿ထ֫Δݺഏᇷಛඒߛऱ࿇୶ࡳߜړഗ៕Ζࠡ৵Δףຒං೯ᇷಛඒߛഗ
៕৬Δ༼ඒᖂ֗ઔߒᔆΔᆵኔཏ֗ᇷಛඒߛऱฮՠ܂Δ࣍ 1998 ڣ۩ਙೃ
ψឩՕഏփᏁޣֱூωհխΔ༼ᐸᆖ၄Δאലࡳ࣍ 2001 ڣ 6 ִݙګऱཚؾ ᑑΔץਔΚᇖܗࢬڶഏاխ՛ᖂ৬ᆜሽᆰඒࠀאՂሽᆰᓰழԫԳԫᖲؾᑑΔ א֗ᇖܗխ՛ᖂᆜඒᖂຌ᧯Δ࿇୶ڍ᧯ሽᆰ᎖ܗඒᖂຌ᧯Δא࠰ܗඒஃඒᖂ
֗ᖂسᖂΔ༼ছ࣍ 1999 ڣ 6 ִሒګΖ۞ڼΔመװٺ్ᖂீΔ֠ࠡਢխ՛ᖂڇ ኔਜᇷಛᓰ࿓ࢬ૿ᜯհሽᆰᇷᄭլߩΔྤऄၞ۩ԫԳԫᖲհඒᖂ೯ۖᏁଘᔾ՛
ิᖂऱणउբငᒷΰඒߛຝΔ1998αΖڇሽᆰ࿏᧯ໂլ٦լߩհൣݮՀΔᤜᠲ 壆ڕΚψਢܡࢬڶऱሽᆰ᎖ܗඒᖂຟᚨאԫԳԫᖲଡܑᗑمऱඒᖂᑓڤ۩հΛωΔ
ٍࢨψਢܡᚨٵழەၦࠡהඒᖂֱऄऱᑨڇய࣠Δא৬ዌԫޓᔞࢤፖٽࡵऱᖂ
ൣቼΛωᤜᠲലਢᇷಛඒߛൕࠃृᚨ৸ፖגาەၦऱΖ
ᇨڕ Johnson ፖ Stanne ᖂृࢬߢΚڍඒஃፖຌ᧯࿓ڤૠृઃᎁࢬڶ ऱሽᆰ᎖ܗඒᖂຟᚨאԫԳԫᖲଡܑᗑمऱֱڤ۩հΔྥۖڼጟኔྤኔᢞഗ
៕ΰJohnson, Johnson & Stanne, 1985, 1986αΖመװԲԼ塒ڣڶᣂሽᆰ᎖ܗᖂऱኔ ᢞઔߒ࣠Δᖞ᧯Ղឈྥཏሙ֭ٽ܂ᖂΰcooperative learningαۖॺᤁञڤ ΰcompetitive learningαٍࢨଡܑڤΰindividualized learningαհඒᖂֱऄኙፖᖂ
ᖂՂհܗ墿ΰJohnson & Johnson, 1999; Marzano, Pickering & Pollock, 2001;
Sharan, 1999; Slavin, 1995αΔྥۖΔגา։࣫ڼᣊऱઔߒױ࿇Κڍᑇڶᣂٽ܂Ε
ᤁञፖଡܑլٵඒᖂֱऄऱֺለኔᢞઔߒ࣠ຟਢڇ՛ิऱᖂൣቼՀኔਜΔ ངߢհΔ֮ឈྥཏሙ֭ٽ܂ᖂᑓڤ࣍ඒᖂൣቼհሎشኙᖂृ։࣫౨ԺΕ ᇞެംᠲ౨ԺΕޅܒࢤ৸ە౨ԺΕ۞ݺᛀಘᖂฃ౨ԺΕᖂრᣋΕᖂመ࿓
ऱറ֨৫Εवᢝᛧ࠷ᐋ૿ऱᐖ৫Δא֗ኙᖞଡᖂᛩቼऱየრ৫հᖂய墿 ΰDaniel & Gatto, 1996; Johnson & Johnson, 1999; Lee, 1997; Marzano, Pickering &
Pollock, 2001; Nastasi & Clements, 1991; Qin, 1995; Sharan, 1999; Slavin, 1995;
Theodore, 1991αΔڼઔߒ।૿ՂឈྥՈ༼ࠎඒᖂृڇૠፖ৬ዌլٵᖂীኪ
ழऱૹᑇᖕഗ៕ΔྥۖΔመװԲԼ塒ڣऱኔᢞีᗨᑇᖕΔڍڇሽᆰᇷᄭཏሙլ ߩऱඒᖂൣቼፖઔߒહནՀΔᏁٵழەၦኔᆖᛎ૿ऱૻࠫڂైࠌྥΰLewis, 2002αΔਚઔߒֱऄፖૹរઃ᠙ڇڕ۶ڶயچലᖂس։ิאᏺၞᖂګயհᤜᠲ൶ ಘΔཚᛵᇞڇ՛ิᖂመ࿓խΔ՛ิګڼၴؾᑑሒګإΕΕሿԿጟլ ٵࠉژᣂএኙᖂګயհᐙΔઌݮհՀΔធ֟ઔߒਢֺለ՛ิٽ܂Εଡܑᗑم ፖଡܑᤁञԿጟլٵඒᖂֱऄኙᖂګயհᐙΖڶᦸ࣍ڼΔءઔߒؾऱԫԯਢ
ಾኙլٵඒᖂֱऄኙഏ՛ᖂ࿙۞ྥઝᖂ᎖ܗඒᖂᖂᄐګ༉ፖᖂઝኪ৫հᐙ൶ ಘΖ
ೈڼհ؆ΔڶᣂᖂृءߪհᖂೣړΕᔆፖլٵᖂൣቼڜඈհၴࢬױ ౨ڶऱٌյᐙൣݮΰATI: Aptitude-Treatment Interactionαឈᖂࢬૹီፖൎᓳ ऱૹᓰᠲΔྥۖઌᣂऱኔᢞઔߒ۟վսઌᅝΔઔߒ࣠ՈآԫીΰFreitag
& Sullivan, 1995; Jones, Sullivan & Klein, 1996; Klein & Pridemore, 1992; Okebukola, 1986; Peterson & Janicki, 1979; Whyte, Knirk, Casey & Willard, 1990-91αΖᜰࠏۖ
ߢΔJonesΕSullivan ፖ Kleinΰ1996αಾኙխسଥ༓۶ᨠ࢚ࢬऱ࣠ᎁΔ ᖂृኙٽ܂ᖂհೣړፖᖂᄐګ༉հၴྤઌᣂΔᖂृኙٽ܂ᖂհೣړႛ౨
᧩قᖂृءߪፖԳյ೯ऱႜٻΙྥۖΔFreitag ፖ Sullivan ಾኙભഏፖࣟچ
ኙլٵٝၦհᖂփ୲հೣړൣݮঞ࿇Δٽᖂृءߪհೣړኙ༼ࣙᖂᄐګ
༉ፖኪ৫ڶ᧩ထإ૿հᐙΖڶᦸ࣍ڼΔءઔߒԫૹរڇᛀီඒᖂֱऄፖٽ ᖂृೣړፖܡኙᖂګயհᐙΖڇཚ༼ࣙᖂسᖂګயۖ৬ዌլٵඒᖂᛩቼ ऱٵழΔᖂृءߪኙլٵඒᖂֱऄհೣړਢܡፖࠡڶٌյհᐙΛٍܛΔඒᖂ
ֱऄհڶயࢤਢܡڂᖂृءߪೣړհլٵۖڶլٵᐙΛڕ࣠ڶΔ۶ጟඒᖂֱ
ऄለᔞٽ۶ጟᖂೣړृհംᠲΔԯءઔߒԫૹ൶ಘᤜᠲΖ
່৵Δᛀီመװඒᖂֱऄፖٽᖂೣړऱઌᣂઔߒ࿇Δբڶऱઔߒڇઔ ߒՠࠠᙇ࠷Ղຟႛܓشԫၦ।Δאၦ।ױ౨່ፖ່܅։ᑇऱխۯᑇΰmedianα
ܑլٵᖂೣړऱֱऄΔٍܛΔ݄ᆵ࣍խۯᑇאՂऱิܑঞ᥆࣍ೣړၦ।ࢬ
ྒྷऱ৬ዌΰࠏڕΚٽ܂αΔ֘հΔঞ᥆࣍ೣړઔߒᖙ൳ऱԫඒᖂֱڤΰࠏڕΚ
ፖٽ܂ઌኙᚨऱԫඒᖂᑓڤΔႚอՂڍᎁࡳᤁञαΔངߢհΔڼᣊઔߒലᖂ
ृኙլٵඒᖂऄऱೣړီٻ৫ΰunimodalαΔᎁᖂृڶԫጟᖂೣړΔ լਢᦟڼᣊᑓڤ༉ං۷ೣړԫᣊᑓڤऱ៱ᓵ৸ፂΖەၦԳᣊᖂृ
Margaret Mead ಾኙᄅ༓փࠅፖত֜ؓႚอຝᆵፖاගऱᨠኘ࿇ѧѧٽ܂ፖ
ᤁञࠟृऱॺյඈࢤΰnon-mutually exclusiveαΔSonnenwaldΰ2001αא֗ Owen ፖ Barnesΰ1992αᖂृޓᎁᖂسױ౨ٵழೣړࠟଡΕԫጟΔۖઃլೣړٚ
ԫඒᖂᑓڤऱွፖऄΔא֗ഏփ؆ڶᣂᖂृଡܑᖂଅऱઔߒڍբཛٻ ڍૹᖄٻऱᄅᓵ৸ەᑓڤΔࠏڕΚطᖂٍࢨਢ।ؾᑑᖄٻΰlearning-oriented v.s. performance-oriented goal orientationα᠏ٻࠉᖕଥإؾᑑᓵऱڍૹؾᑑᖄٻ ΰmultiple goal orientationαΰঀफڕΔ2002ΙPintrich, 2000αΔءઔߒലԵڍೣ
ړᑓڤऱᄗ࢚Δٵழܓشٽ܂ΕᗑمፖᤁञऱԿጟೣړၦ।Δאگႃᖂृڍೣ
ړᖄٻऱᇷறΔ܌ࣚመװઔߒऱૻࠫΖ
ጵՂࢬߢΔءઔߒृრቹᛵᇞඒᖂֱऄፖᖂೣړኙሽᆰ᎖ܗ۞ྥઝᖂᖂ
ګயհᐙΔ៶ڼઔߒཚ౨༼ࠎඒஃᖞٽڼሽᆰ᎖ܗ᧯࣍ᖂઝඒᖂᖵ࿓Ղհኔ ᢞഗ៕Ζءઔߒ࣠ೈԱ౨ಾኙ՛ิٽ܂ᖂΕଡܑᗑمᖂΔא֗ଡܑᤁञհ լٵඒᖂֱऄڇᖂᄐګ༉Εᖂઝኪ৫ՂհᐙڶࢬᛵᇞΙᖂೣړፖඒᖂֱऄٌ
յᐙհ࣠Δޓױ༼ࠎඒஃ৬ዌլٵඒᖂᛩቼፖীኪழΔਢܡᚨٵழەၦᖂ
ृኙլٵඒᖂֱऄೣړհૹەࠉᖕΔאܓඒᖂ؆ڇᛩቼፖᖂփڇೣړհᔞ ᅝٽΔ༼ࠎᖂسٽᔞհᖂൣቼΖ
෮ăࡁտ͞ڱ
౿ലઔߒऱፖኙွΕઔߒૠΕኔ᧭ൣቼΕኔ᧭ኔਜ࿓ݧΕඒᖂඒޗΕྒྷ
᧭ՠࠠፖᇷற։ֱ࣫ऄฃ૪࣍ՀΖ
ʙăࠂՀဇණ!
ءઔߒאፕতؑԫഏ՛նڣ్ᖂسઔߒᑌءΔᙟᖲࢼ࠷ࠡխհଡఄ్Ζ
᜔Գᑇ 335 ټᖂسΔװೈᇷறჄլݙᖞհം࠴א֗آ౨٤࿓ፖء೯ऱ
ᖂسΔ٥ڶ 306 ԳΖ
ᝩ܍ທګፖᖂீඒᖂፖ۩ਙጥՂऱംᠲΔءઔߒലଡᙟᖲ፦࠷ऱఄ
్Δאఄۯᙟᖲ։۟Կጟլٵऱኔ᧭ิܑΖᙇᖗնڣ్ऱڂΔࠡԫڇ࣍
նڣ్ᖂسڇᖂீᓰ࿓ڜඈհՀΔբᖂሽᆰԫڣΔࠠໂ១࣐ऱሽᆰᖙ܂ݾ؏Ι
ࠡԲڇ࣍ᇠீնڣ్ᖂسڇၲᖂհছբၞ۩ૹᄅᒳఄΔࠌٺఄᖂس౨Ժᕣױ౨ሒ
ൄኪؓ݁Δא྇֟ኔ᧭ழऱᎄΖၞԫޡᖕگႃছԫڻ۞ྥઝګᜎࢬ
ऱ᧢ฆᑇ։࣫Ո࿇Δኔ᧭ছԿิၴྤ᧩ထฆΔF = 1.07, p < .05Ζڶᣂլٵኔ
᧭ิܑรԫڻ۞ྥઝەᇢګᜎհ༴૪อૠΔߠ।ԫΖ
ے1 ˚ϣဂѿʙЩьഓࠋуཐЙᑼ˞ಢࡘࡎ
ѿ ᙯڌ ϫѰ ᒂࡎ
үᆵ 90.87 89.88 89.27 90.00
ᆿລ࣯ 5.94 8.44 9.55 8.13
ʠăࠂՀ௩ࡎ!
ཚᛵᇞլٵඒᖂֱऄፖᖂೣړኙഏ՛ᖂسሽᆰ᎖ܗ۞ྥઝᖂᖂګயհ ᐙΔءઔߒא 3x2 Բڂᄷኔ᧭ૠऄگႃઌᣂᇷறΰ3x2 quasi-experimental
designαΖᇡߢհΔઔߒृٵழუᛵᇞԿጟඒᖂֱऄΰܛ՛ิٽ܂ᖂΕଡܑᗑمΔ
א֗ଡܑᤁञαࡉٽᖂृኙڼඒᖂֱऄհೣړፖܡΰٽፖլٽαࠟଡ۞
᧢ႈኙᖂᄐګ༉ፖᖂઝኪ৫ࠟࠉ᧢ႈՂհᐙΖઔߒΚ1.լٵඒᖂֱ
ऄڇய࣠Ղڶ᧩ထฆΙ2.ٽᖂृኙڼඒᖂֱऄհೣړፖܡڇய࣠
Ղڶ᧩ထฆΙ3.ඒᖂֱऄࡉٽᖂृኙڼඒᖂֱऄհೣړፖܡࠟڂైհၴڶ
᧩ထٌյ܂شژڇΖ
ʭăဂ!
ءઔߒڶԿጟլٵऱኔ᧭ൣቼΔ։ܑኔ᧭ิ Aଡܑᗑم۞ᖂΔኔ᧭ิ
BଡܑᤁञᖂΔא֗ኔ᧭ิ Cٽ܂ᖂΖኔ᧭ൣቼ A ፖ B ࠉᅃڶఄ
్ሽᆰඒᖂࢬشհԫԳԫᖲऱֱڤΔഄەၦؾছഏ՛ඒஃൄലఄ్ᖂسࠉࢤܑլ
ٵലߊՖᖂس։ᠦᆜ࣍ሽᆰඒհছፖ৵Δٍࢨؐᢰፖ׳ᢰऱ։ֱڤΔਚ
࣍إڤઔߒছΔઔߒृૹᄅᙟᖲ։ፖᖂس۟լٵሽᆰΔאؚధఄ్ڶऱሽ ᆰஆۯֱڤΖಾኙٽ܂ᖂิΔઔߒृঞࠉছԫڻ۞ྥઝऱەᇢګᜎΔิګࠟԳ ԫิऱฆᔆ։ิΔ٦אᙟᖲ։ऱֱڤ։۟լٵऱሽᆰஆۯΖ౿ലٺኔ᧭ൣቼ ऱᖙ൳ൣݮΔ១૪࣍৵Ζ
ኔ᧭ิ Aΰଡܑᗑم۞ᖂαΚڼൣቼխऱᖂਢאԫԳԫᖲΕଡܑᗑم۞ᖂऱ
ֱڤၞ۩ሽᆰ᎖ܗ۞ྥઝᖂऱᖂ೯ΖലᖂؾᑑૡଡԳ࣍τጟዌທፖ࿇
ॕυፖτچሎ೯ፖࡱ᧢֏υࠟڻګ༉ྒྷ᧭հؓ݁ᠲᑇሒ 80%אՂΔࠌ٤ఄ
ࢬڶፖᖂڼհၴؾᑑሒګፖܡሿᣂএΖڼጟඒᖂᑓڤਢڍᑇඒᖂृፖຌ
᧯ૠृኙሽᆰ᎖ܗᖂऱ৬ዌֱڤΖ
ኔ᧭ิ BΰଡܑᤁञᖂαΚፖଡܑᗑم۞ᖂൣቼઌٵΔଡܑᤁञᖂൣቼխ ऱᖂՈਢאԫԳԫᖲΕଡܑऱֱڤၞ۩ሽᆰ᎖ܗ۞ྥઝᖂऱᖂ೯Δഄലᖂ
ؾᑑૡଡԳ࣍τጟዌທፖ࿇ॕυፖτچሎ೯ፖࡱ᧢֏υࠟڻګ༉ྒྷ᧭
հؓ݁ګᜎሒ٤ఄছԿټΔ֧ၞᤁञై࣍ᖂ೯խΔࠌ٤ఄࢬڶፖᖂ
ڼհၴؾᑑሒګࢤᣂএΔٍܛהԳؾᑑሒګፖܡਢଡԳؾᑑሒګፖܡऱऴ൷ ॴᐹڂైΖڼጟඒᖂ৬ዌֱڤਢൎᓳ៶طᤁञࢬᛜທנհؾᑑሒګլᒔࡳ
ࢤΔ៶ཚᏺףᖂ೯ءߪհਗᖏࢤፖփڇ೯ᖲΰMalone & Lepper, 1987αΖ ኔ᧭ิ Cΰٽ܂ᖂαΚٵழሒࠩٽ܂ᖂࢬൎᓳิၴڼյઌࠉᘸ ΰgroup interdependencyα֗ଡԳຂٚࢭᖜΰindividual accountabilityαऱٙΔ
ᙟᖲ։۟ࠟԳԫิऱٽ܂ᖂิܑհኔ᧭ፖᖂسΔڇᖂ೯ึছΔઃႊ
։ܑ൷࠹ಾኙࠟڻऱګ༉ྒྷ᧭ΔଡԳګᜎऱૠጩՈא՛ิؓ݁։ᑇհΖ ലᖂؾᑑᆜ࣍՛ิࠟԳτጟዌທፖ࿇ॕυፖτچሎ೯ፖࡱ᧢֏υհࠟڻ ګ༉ྒྷ᧭ؓ݁ᠲᑇሒ 70%אՂΔࠌ՛ิփګၴڼؾᑑሒګፖܡإઌᣂΖ
լٵኔ᧭ൣቼհլٵؾᑑऱᑑᄷࡳΰٍܛଡܑᗑم۞ᖂิଡԳࠟڻګ༉
ྒྷ᧭հؓ݁ᠲᑇሒ 80%אՂΕଡܑᤁञᖂิଡԳࠟڻګ༉ྒྷ᧭հؓ݁ګᜎ ሒ٤ఄছԿټΕٽ܂ᖂิ՛ิࠟڻګ༉ྒྷ᧭ؓ݁ᠲᑇሒ 70%אՂαᄭ
࣍إڤኔ᧭ছऱቃᇢΰpilot studyαᇷற։࣫ۖΔࠌլٵኔ᧭ൣቼؾᑑሒګઌ ᅝΰapproximately same expectancy rate for successαΖ
Ͳăဂဂފുӕ!
ءઔߒ։ԿၸΔรԫၸኔ᧭ኔਜृΰexperimental implementerαऱಝᒭ
೯ፖቃᇢΚᒔঅኔ᧭ऱటኔࢤΰexperimental fidelityαΔઔߒृ࣍إڤኔ᧭ছΔ
ಾኙኔ᧭ኔਜृ༼ࠎݙᖞऱඒஃ֫םፖࠃছዝᒭհઌᣂಝᒭΖඒஃ֫םփܶඒᖂ
ၞ۩ழࢬᏁႚሒऱࢬڶਐᖄፖᎅࣔᒤࠏΖڇઔߒृऱᅮᖄՀΔၞ۩ᑇڻऱᑓᚵ ዝᒭඒᖂ৵Δܛܓشፕতؑԫֆمഏا՛ᖂնڣ్Կଡఄ్ऱሽᆰඒᖂՂᓰழ
Δၞ۩ቃᇢΔאᒔࡳኔ᧭ൣቼᖙ܂ፖ࿓ݧڜඈऱᔞ֊৫Δࠀᆖطઔߒृઔߒཚ
ၴऱඒᨠኘΔᒔᎁઔߒհၞ۩ݙ٤ฤٽٺኔ᧭ൣቼऱڜඈΖ
รԲၸᖂೣړၦ।հਜྒྷΕ۞ྥઝรԫڻִەګᜎᇷறნᖞΔא֗
ፖᖂஆۯհࢼ᧘೯ΰઔߒृ࣍ኔ᧭ၞ۩ছط࠹ᇢृ۞۩ࢼ᧘Δאૹᄅᙟᖲ։
ᖂ۟լٵऱሽᆰஆۯαΖ
รԿၸຑᥛԿၜऱሽᆰ᎖ܗ۞ྥઝᖂऱᖂ೯Ζรԫၜ೯ܓش τᇷᄭܓشፖᛩቼυඒᖂ٠Δᨃࢬڶᖂسᑵ൜ሽᆰ᎖ܗඒᖂհᖂᛩቼΔא܌
ࣚඒᖂ೯ཚၴڂᖂᛩቼլᑵ൜ۖᐙኔ᧭࣠Ζڼ؆Δಾኙኔ᧭ิ C հፖ ᖂΔ؆༼ࠎٽ܂ᖂݾ౨հഗ៕ಝᒭᓰ࿓Ζආش LymanΕFoyle ፖ Azwellʳ ΰ1993αא֗ Putnamΰ1993αࢬ৬ᤜऱնጟᔞٽഏ՛ڣ్ऱٽ܂ᖂݾ؏ᔚ
ੌᖙ܂Εٵز٥ેΕᇷᄭ։ࠆΕ᎘ᜢಘᓵፖյઌቔᚐΔᨃٽ܂ᖂፖृڇሽᆰ ऱൣቼխᒭٽ܂յ೯Δࠀ࣍ޢၜᖂ೯ၞ۩ছΔൎᓳٽ܂յ೯ऱࠌشݾ؏Ε ءᔆፖயشΔᒔঅٽ܂ᖂิࠉ༛ٽ܂հ壄壀ፖঞյ೯Ζࢬڶಝᒭ೯ޔছΔ ඒᖂृտฯፖृࢬ᥆ኔ᧭ൣቼऱᖂؾᑑΔٍܛಾኙଡܑᗑم۞ᖂิՀࠟၜ ଡԳ৵ྒྷؓ݁ᠲᑇሒ 80%אՂΕଡܑᤁञᖂิՀࠟၜଡԳ৵ྒྷؓ݁ګᜎ
٤ఄհছԿټृΕ՛ิٽ܂ᖂิՀࠟၜ՛ิ৵ྒྷؓ݁ᠲᑇሒ 70%אՂΖ່
৵Δᏺףᖂسኙءᖂ೯ऱፖࢤፖᔊ࠺ࢤΔઔߒृ༼ࠎ壀ఽ៖ढΔאቔ ᚐࢬڶሒګଡܑኔ᧭ൣቼਝࡳᖂؾᑑऱፖᖂΖ
รԲၜඒᖂփ୲τጟዌທፖ࿇ॕυΖڇࠉᅃଡܑຒ৫ၞ۩ሽᆰ᎖ܗᖂ
೯ছΔඒᖂृ១ᓤٺኔ᧭ൣቼհਝࡳᖂؾᑑΔࠀಾኙءሽᆰ᎖ܗඒᖂऱ փ୲Օጼ֗ഗءᖙ܂࿓ݧ࿑ᇞᤩΖڇᖂ೯ึ৵Δኔਜଡܑऱྒྷ᧭Δ
אྒྷٺፖᖂኙ࣍ᇠցփ୲ऱᖂᄐګ༉Ζ
รԿၜඒᖂփ୲τچሎ೯ፖࡱ᧢֏υΖ࣍ඒᖂ೯ၲࡨছΔᖕছԫၜ ࢬኔਜऱ৵ྒྷګᜎૠጩ࣠ΔֆؒؾছሒࠩؾᑑऱፖᖂࡩټΖط࣍ٺኔ᧭ൣ
ቼ່ึګᜎਢאՂԫڻא֗ڼءၜऱ৵ྒྷ։ᑇഗ៕Δඒᖂृ࣍ټֆؒ৵Δൎ ᓳؾছګᜎऱᑉழࢤ֗ڼڻᖂ೯ऱ່৵ᐙࢤΔቔᚐٵᖂঅ༽ڼڻᖲᄎΔא ሒ່ࠩ৵ऱᖂؾᑑΖڇၞ۩ءၜऱሽᆰ᎖ܗᖂ೯ছΔඒᖂृ១چᓤٺ ኔ᧭ൣቼऱؾᑑΕڼሽᆰ᎖ܗඒᖂຌ᧯ऱփ୲ՕጼΔא֗ഗءᖙ܂ޡᨏΖڇᖂ
೯հ৵Δᖂمܛ൷࠹ଡܑྒྷᇢ֗۞ྥઝኪ৫ၦ।ऱჄΖ
ˤăደԅ!
ءઔߒհඒᖂඒޗܓش Authorware5.0 ຌ᧯ࢬૠፖ፹܂հԿ۞ྥઝᖂ ᣊሽᆰ᎖ܗᖂᑓิΔ։ܑ(ԫ)ᇷᄭܓشፖᛩቼΙ(Բ)ጟऱዌທፖ࿇ॕΙ(Կ) چሎ೯ፖࡱ᧢֏Ζᇷᄭܓشፖᛩቼএطسխለൄנհٺᣊࡑ݃ڃگፖױ ٦ܓشᇷᄭवᢝඒᖂᒤᡱΔ፦ႃٺઌᣂጻీᇷறࢬᒳ፹ۖګΔץਔԱࡑ݃ᐙ
ᒧΕࡑ݃։ᣊᒧΔא֗ᇷᄭڃگᒧԿଡցΖࡑ݃ᐙᒧڱڇտฯࡑ݃ۆ
ऱٲᖲΕࡑ݃ࠐᄭ֗ࠡኙسᛩቼऱᐙΙࡑ݃։ᣊᒧڱڇտฯၞ۩ࡑ݃
լٵऱ։ᣊ֗ࠡؾऱΙᇷᄭڃگᒧڱڇտฯױڃگᇷᄭऱጟᣊ֗ࠡ٦ܓشऱᄗ
መ࿓Ζ
ጟऱዌທፖ࿇ॕא֗چሎ೯ፖࡱ᧢֏এەၦഏا՛ᖂնڣ్รԲᖂཚ ፖքڣ్۞ྥઝᖂඒޗփ୲Δࠀٽԫඒᖂ೯ኔਜழၴհ९৫Δאᓰءփ հඒޗփ୲ഗ៕ΔەُၴڍەᤄૹᄅᒳᐊΕૠፖ፹܂ۖګΖࠡխऱ ጟऱዌທፖ࿇ॕᒧץਔΚጟऱ։ᣊᒧΕጟऱዌທᒧא֗ጟऱ࿇ॕᒧԿ ଡցΖጟऱ։ᣊᒧڱڇտฯጟऱլٵ։ᣊΰܛᠨᆺཬढፖᆺཬढαΖ ጟऱዌທᒧڱڇտฯլٵጟᣊጟհլٵഗءዌທΖጟऱ࿇ॕᒧڱڇտฯጟ
࿇ॕऱؘس९යٙፖ࿇ॕګ९ऱመ࿓Ζ
چሎ೯ፖࡱ᧢֏ঞץਔԿՕᠲΚچ۞᠏ᒧΕچֆ᠏ᒧΕࡱ᧢֏
ᒧΖچ۞᠏ᒧտฯچऱݮणΕ۞᠏ऱၜཚΕ۞᠏ऱֱٻ֗ච࡙᧢֏ऱൣ
ݮΙچֆ᠏ᒧտฯچ៥ထ֜ၺֆ᠏ऱၜཚፖֱٻΔא֗چֆ᠏ኙچ
ࢬທګऱᐙΙࡱ᧢֏ᒧտฯ֜ၺऴ୴Ε୴ࡉ܅ߡ৫ፖᄵ܅Ε ච࡙९א֗ࡱᆏ᧢֏հᣂএΖ
ޢሽᆰ᎖ܗඒޗೈԱ։ܑ࣍ٺᠲޔছΔ༼ࠎԱլٵᣄ࣐ऱᒭᖲᄎ֗
ࣔᒔऱڃ墅ᇷಛΔޓᙅ༛ࠃছࢬૡمհඒᖂփ୲ૠᄷঞΔא࿇୶ԫለݙհሽ ᆰ᎖ܗඒᖂຌ᧯Ζਝࡳऱຌ᧯ૠᄷঞץਔΚޢሽᆰ᎖ܗඒᖂຌ᧯൸உᆜ࣍
ோ૿Δאֱঁᖂृऴ൷រᙇၞԵᖂփ୲Ιᖂृױࠉ۞աऱᖂೣړ۞طᙇ ᖗޢցऱᖂ٣৵ႉݧΔࠀ࣍ਊՂऴ൷រᙇܛױၞԵඒᖂփ୲Ιޢԫઃץ
ܶຑ۟ࠡהցऱᙇᖗא۞طཾߨٺցΙቹׂ۴ᙟ֮ڗᎅࣔऱছၞፖ৵ ಯ១࣐ᖙ܂տ૿ૠΔ፺墿ࠌشृլૻڻᑇچૹᓤᨠছ৵ٺ૿Ι೯Εቹ
ׂΕᅃׂΕۥፖᜢଃڍ᧯ऱሎشΖ
ڼԿሽᆰ᎖ܗඒޗհփ୲ᆖመԫኙԫݮګࢤေᦸΰone-to-one formative
evaluationαऱᐉுΔۯᖂᄐګᜎፖሽᆰ౨Ժ։᥆ΕխΕ܅ऱഏ՛նڣ్ᖂسΔ
։ܑፖࢬ࿇୶հຌ᧯յ೯Ζᖕޢۯᖂسࢬक़၄ऱழၴΔ֗ᖂመ࿓խࢬᤛ֗հ ᖂܺᣄΰڕᎅࣔਐقլ堚Ε֮ڗᜱαΔଥإඒᖂփ୲ፖඒᖂழၴ։
հࠉᖕΖ
˲ăഁˎ֎!
ءઔߒࠌشᖂೣړၦ।Εࠟٝڤګ༉ྒྷ᧭֗۞ྥઝኪ৫ၦ।Δאᛀ᧭
լٵඒᖂֱऄፖٽᖂೣړፖܡኙ࠹ᇢृᖂᄐګ༉ፖᖂઝኪ৫ऱᐙΖ )Ι*Ᏸಬԁ໔ߒ!
ڇ༓ᆖ፦ႃፖֺለΔઔߒृආ Owens ፖ Barnesΰ1992αࢬ࿇୶հψᖂೣړ ၦ।ωΰLPSS: Learning Preference Scale-StudentsαΖሒ৬ዌீ৫Δᖂړၦ
।ᒳᐊऱመ࿓ਢەၦړऱઌᣂᓵΔאլٵऱٻ৫ഗ៕ਮዌΖࣔߢհΔᖕ ᖞ᧯ೣړ৫ΰglobal preferenceαΕᖞ᧯ቧ༞৫ΰglobal dislikeαΕᖞ᧯ං۷ΰglobal projectionαΕإٻՠ܂ګ࣠ΰpositive work outcomesαΕ૿ऱՠ܂ګ࣠ΰnegative work outcomesαΕൣፃጹᜒΰtensionαΕܓהࢤΰaltruismαΕՠ܂ၞ୶ൣݮΰrate of progressαΕኙآࠐᐙΰthe futureαΕଡܑฆΰindividual differencesαΕլٽ ΰunmatchedαא֗۞ݺየߩ৫ΰself-sufficiencyαԼԲଡٻ৫Δࠉٽ܂ᖂΕᗑ
مᖂΔא֗ᤁञᖂԿጟլٵऱᖂൣቼ։ܑᐷᐊΔ։ٽ܂Εᗑمፖᤁञ Կଡ։ၦ।Δٺ 12 ᠲΔ٥ૠڶԿԼքᠲΖࠏᠲ壆ڕΚ՛ิԫٵՠ܂ڶለऱګ
࣠ΙᗑمԫԳՠ܂Δݺ౨ڶለړऱ।Ιڕ࣠ݺᇢထ।ֺܑԳړΔݺᄎᖂ
ֺለݶΖ
ᖂړၦ।ආشဒڤរၦ।Δࠉઔߒኙွᎁຫ૪ൣቼऱటᒔࢤΰట ᒔΕڶរటᒔΕڶរᙑᎄΕᙑᎄα֍ᙇΔױ౨։ᑇၴઃ 12-48Ζإٻᠲؾආ إٻૠ։Δ֍ᙇటᒔृ 4 ։Δ֍ᙇڶរటᒔृ 3 ։Δ֍ᙇڶរᙑᎄृ 2 ։Δ
֍ᙇᙑᎄृ 1 ։Ι֘հΔ֘ٻᇢᠲආ֘ٻૠ։Δطటᒔ۟ᙑᎄࠉݧղ 1 ։۟
4։Ζ։ᑇყृΔ।قࠡኙڼᖂൣቼऱೣړყإٻΖ
྇֟܂ृऱᠲ֘ᚨႜٻΰresponse tendencyαᐙઔߒ࣠Δᇢᠲץܶ
إٻᠲؾፖ֘ٻᠲؾΔࠀᙟᖲ։ؒڇᖞٝᇢᠲΖٽ܂ΕᗑمፖᤁञԿଡ։ၦ।հ փຝԫીࢤΔא Cronbach өᛀ᧭հএᑇ։ܑ 0.75Δ0.72 א֗ 0.78Δ᜔ၦ।հ ॾ৫ 0.77Δઃฤٽψৰױॾωհױࢤ৫࿓৫ΰ܇اኑΔ1996αΖ
)Π*ԙ൷กᡛ!
ྒྷ࠹ᇢृኙτጟዌທፖ࿇ॕυא֗τچሎ೯ፖࡱ᧢֏υሽᆰ᎖ܗ ඒᖂփ୲ऱᖂᄐګ༉Δઔߒृආشբᆖመԫኙԫݮګࢤေᦸΰone-to-one formative
evaluationαא֗٣ছઔߒࢬྒྷᇢመհګ༉ྒྷ᧭ΔࢬڶگᙕհᇢᠲઃՈբอૠ࿓ڤ
TQAS ։ܑە᧭መΔאሒࠩᣄ৫ਐᑇտ࣍.4Д.8Δא֗ᦸܑ৫.25 אՂհᑑᄷΰ܇
اኑΔ1996αΖ
τጟዌທፖ࿇ॕυګ༉ྒྷ᧭ 20 ᠲհփຝԫીࢤॾ৫.713ΔࠏᠲڕՀΚڶ ᣂچऱ۞᠏ΔאՀୌԫႈඖ૪ਢኙऱΛ1.چਢطࣟٻ۫Δႉழಾऱሎ᠏Ι 2.چਢط۫ٻࣟΔႉழಾሎ᠏Ι3.چਢطࣟٻ۫Πಭழಾሎ᠏Ι4.چਢ ط۫ٻࣟΔಭழಾሎ᠏ΙՀ٨ᣂ࣍מࡱऱඖ૪ΔୌԫႈਢإᒔऱΛ1.ၺ٠ऴ୴Ι 2.֜ၺڇ़֚խሎ۩ழၴ९Ι3.֜ၺߡ৫ለ܅Ι4.ච९࡙Ζ
τچሎ೯ፖࡱ᧢֏υګ༉ྒྷ᧭ 20 ᠲհփຝԫીࢤ.708ΔࠏᠲץਔΚጟ
ऱશױא։ୌԿຝ։Λ1.શॕΕશၗΕશΙ2.શࠂΕશ๓ΕશΙ3.શࠂΕ શ๓ΕશၗΙ4.ᆺΕશΕጟؼΙՀ٨ୌԫᣊጟਢ᥆࣍ྤશࠂཬढΛ1.ᒟۏΙ2.
՛ຽΙ3.ጸߤΙ4.אՂઃॺΖ
)έ*Ռณ፞ᄘ࡙໔ߒ!
ೈ৵ྒྷ؆Δઔߒृ࣍รԿၜሽᆰ᎖ܗᖂ೯֗৵ྒྷޔ৵Δᨃլٵኔ᧭ൣ
ቼऱ࠹ᇢृଡܑݙګԫٝ۞ྥᓰኪ৫ၦ।Ζءઔߒආش֧ش Yuΰ2001αࠉᖕ Germannΰ1988αAttitude Toward Science in School Assessment ၦ।Δᆖၞԫޡ֘
ᛀྒྷΔאྒྷၦᖂسኙ۞ྥઝऱኪ৫Ζڼၦ।փڇԫીࢤ 0.91Δ٥ץܶ 14 ᠲΔࢬᏁऱᠲழၴૠն։ᤪΔᇢᠲࠏڕΚՂ۞ྥᓰழΔݺຏൄტࠩᘋᔊΙ۞ྥ
ᓰࠌݺტࠩլ۞ڇΕլڜΕᅀᤥլરᅀΖ
ણăඕ! ڍ
ءઔߒאԲڂ᧢ฆᑇհอૠֱऄ։࣫ᇷறΔאཚᛵᇞ՛ิٽ܂ᖂΕଡܑ
ᗑم۞ᖂא֗ଡܑᤁञԿጟլٵඒᖂֱऄࡉٽᖂृኙڼඒᖂֱऄհೣړፖ ܡࠟ۞᧢ႈኙഏ՛ᖂ࿙ሽᆰ᎖ܗ۞ྥઝᖂᖂګயհᐙΖڕছࢬ૪Δءઔߒ
ආش Owen ፖ Barnesΰ1992αΕPintrichΰ2000αא֗ Sonnenwaldΰ2001αᖂ
ृࢬ༼נऱڍೣړᄅᓵ৸ፂΰmultiple preferences approachαΔᎁᖂسױ౨ٵ ழೣړԫଡΕࠟጟΔۖೣړࢬڶඒᖂֱऄऱွፖऄΖᆖઔߒृലࢬگႃհ ᇷறၞԫޡऱ։࣫࣠ΔᒔՈ࿇ڼጟွऱژڇ60%אՂऱᖂृٵழೣ
ړࠟጟլٵඒᖂֱऄΔޓڶല२ 20%ऱᖂسٵழೣړԿጟլٵඒᖂֱऄΙઌኙհΔ
ೣړԫጟඒᖂֱऄऱᖂسΔ֠ࠡਢೣړᤁञࢨᗑمऱᖂسঞ᥆ઌᅝऱ֟ᑇ ΰᇡߠ। 2αΖ
ڶᦸ࣍ڼΔءઔߒڇ։࣫ᛀྒྷೣړٽ܂ඒᖂֱऄፖܡழΔਢאٽ܂։ၦ।ऱ խၴᑇ 30 ࠉᖕΔ30 אՂូԵٽาխΔ30 אՀូԵլٽาխΙٵᑌऱΔ ڇ։࣫ᛀྒྷೣړଡܑඒᖂֱऄፖܡழΔঞޏאଡܑ։ၦ।ऱխၴᑇ 30 ࠉᖕΔ30 אՂូԵٽาխΔ30 אՀូԵլٽาխΔᆵԵ 30 ऱխࢤᖂسլ٨Ե։
࣫խΔאڼ᧤ᙀᣊං۟ᗑمᤁञาऱូᣊΖءઔߒࢬආشհڍೣړ৸ፂᑓڤኔ ፖመװઔߒආشԫೣړऱᄗ࢚ኲྥլٵΔᚨױࠌءઔߒ࣠ऱᇞᤩԺޓࠠࡳ
ࢤፖࣔᒔࢤΖ
ے2 ဇ˚ϣደ̟ٲڟደੑЁӜ ደੑЁ ʡᆵ л˷̨
ٽ܂ 39 11.64
ᤁञ 3 0.90
ଡܑ 2 0.60
ٽ܂ፖᤁञࠟጟ 196 58.51
ٽ܂ፖଡܑࠟጟ 11 3.28
ᤁञፖଡܑࠟጟ 18 5.37
ٽ܂ΕᤁञፖଡܑԿጟ 66 19.70
᜔ૠ 335 100
อૠ։࣫ऱ᧩ထֽᄷ.05Δא։ܑᛀ᧭ய࣠ΰլٵඒᖂֱऄፖٽᖂ
ኙڼඒᖂֱऄհೣړፖܡαאٌ֗յ܂شհ᧩ထൣݮΖ౿ലඒᖂֱऄፖٽᖂ
ೣړፖܡኙᖂᄐګ༉א֗ᖂઝኪ৫հᐙ։ܑຫ૪࣍ٿΖ
ʙăደЙ౷!
ڶᣂඒᖂֱऄፖٽᖂೣړፖܡኙᖂᄐګ༉հඖ૪อૠΔ٨࣍। 3Ζطഗ ءऱ༴૪อૠױߠΔ։۟ଡܑᤁञิऱᖂسڇ৵ྒྷ।ΰM = 57.67αֺ։
ࠩଡܑᗑمิΰM = 54.98αፖٽ܂ิΰM = 49.06αऱᖂسࠐࠋΔ։۟ଡ
ܑᗑمඒᖂֱऄิऱᖂسڇ৵ྒྷ।ՂՈֺ։ࠩٽ܂ิऱᖂسړΙٽᖂ
ೣړิڇᖂᄐګ༉ՂΰM = 52.59α।ֺլٽิΰM = 57.36αࠐΖ ܓشԲڂ᧢ฆᑇอૠֱऄ։࣫࿇Δඒᖂֱऄፖᖂೣړࠟ۞᧢ႈٌյ܂
شႈڇᖂᄐګ༉Ղሒ᧩ထֽᄷΔF = 3.59, p < 0.5Δ।قԫ۞᧢ႈኙࠉ᧢ႈऱᐙ
ᄎڂԫ۞᧢ႈऱլٵۖڶլٵΖటإᛵᇞࠟ۞᧢ႈኙࠉ᧢ႈऱᐙΔಾኙᖂ ᄐګ༉ၞԫޡၞ۩ొய࣠ᛀࡳΔطቹ 1 Ⴈቹױߠࠟ۞᧢ႈၴٌյ܂شऱ
ൣݮΖొய࣠࣠Δڕ। 3 ፖ। 4 ױवΔٽᖂೣړፖܡڇଡܑඒᖂऄ ऱొய࣠ F ଖբሒ᧩ထΰF=15.95, p=0.000αΔլٽೣړิΰM = 59.28α ऱᖂᄐګ༉᧩ထ࣍ٽิΰM=46.74αΙ٦ၞ۩ඒᖂֱऄհొய࣠ᛀࡳ࿇
Δඒᖂֱऄڇٽิऱొய࣠᧩ထΰF=6.71, p< .001αΔא Scheffe ၞ۩ࠃ
৵ֺለऱᛀࡳ࣠ױवΔڇٽᖂೣړխΔ൷࠹ᤁञᖂΰM=58.09αհᑌء ᖂᄐګᜎ᧩ထ࣍ଡܑΰM=46.74αࡉٽ܂ΰM=49.25αΔ۟࣍ଡܑፖٽ܂ऄၴঞ
ྤ᧩ထฆΖ
ے3 ደ̟ٲჄϫደੑЁჄҏϵደЙ౷ʰ˞ࡘࡎ
ѿĞN=105ğ
үᆵ Ğᆿລ࣯ğ
ᙯڌĞN=105ğ
үᆵ Ğᆿລ࣯ğ
ϫѰĞN=106ğ
үᆵ Ğᆿລ࣯ğ
ᒂࡎĞN=306ğ
үᆵ Ğᆿລ࣯ğ
˚ϫ 59.28
15.82
52.50 23.15
46.94 14.07
57.35 16.72
ϫ 46.74
14.15
58.09 23.00
49.25 17.97
52.59 20.26
ᒂࡎ 54.98
16.67
57.67 22.95
49.06 17.63
53.88 19.45
1! ደ̟ٲჄϫደੑЁϨ୩̫ລϵደЙ౷ے୪ʰү ᆵ˞ᓍถ
ˉ˃ ˉ˃
ˈˋ ˈˋ
ˈˉ ˈˉ
ˈˇ ˈˇ
ˈ˅ ˈ˅
ˈ˃ ˈ˃
ˇˋ ˇˋ
ˇˉ ˇˉ
Ꮲԋ൩߄
ଛӝ όଛӝ
ʳ!ঁձ!!ᝡݾ
!!ӝբ
ے4! স̺ࡌझَᐮסደЙ౷ൖَ˞ᝐ୴ᆵ˷ٙဢࡌے
ᝐ୴վປ SS DF MS F value Sig.
ደੑЁSSa
ڇଡܑ 3719.68 1 3719.68 15.95 0.000
ڇᤁञ 231.17 1 231.17 0.44 0.510
ڇٽ܂ 43.88 1 43.88 0.14 0.709
ደ̟ٲSSb
ڇլٽ 1418.44 2 709.22 2.63 0.078
ڇٽ 5251.29 2 2625.65 6.71 0.001
ʠăьഓࠋဘݙ!
ڶᣂඒᖂֱऄፖᖂೣړኙ۞ྥઝᖂኪ৫հඖ૪อૠΔط। 5 ױߠΔ։
۟ଡܑᤁञิऱᖂسΰM = 46.03αڇᖂઝኪ৫Ղֺ։ࠩଡܑᗑمิ
ΰM = 42.68αፖٽ܂ิΰM = 36.40αऱᖂسٻإ૿Δ։۟ଡܑᗑمඒᖂֱ
ऄิऱᖂسڇᖂઝኪ৫ՂՈֺ։ࠩٽ܂ิऱᖂسࠐإٻΙٽᖂೣړิ
ΰM = 41.86αፖլٽิΰM = 41.22αڇ۞ྥઝኪ৫Ղઌ२Ζ
ے5! ደ̟ٲჄϫደੑЁჄҏϵьഓࠋဘݙʰ˞ࡘࡎ
ѿĞN = 105ğ
үᆵ Ğᆿລ࣯ğ
ᙯڌĞN = 105ğ
үᆵ Ğᆿລ࣯ğ
ϫѰĞN = 106ğ
үᆵ Ğᆿລ࣯ğ
ᒂࡎĞN = 306ğ
үᆵ Ğᆿລ࣯ğ
˚ϫ 42.57
10.31
46.63 12.86
26.11 9.99
41.22 11.68
ϫ 42.89
12.66
45.98 12.65
37.36 10.30
41.86 12.33
ᒂࡎ 42.68
11.11
46.03 12.60
36.40 10.70
41.69 12.14
ܓشԲڂ᧢ฆᑇอૠֱऄ։࣫Δ࣠࿇ඒᖂֱऄፖٽᖂೣړࠟ۞᧢
ႈٌյ܂شႈڇᖂઝኪ৫Ղሒ᧩ထֽᄷΔF = 3.13, p < 0.5Δڼழឈլٵඒᖂֱऄ
۞᧢ႈய࣠ F ଖሒ᧩ထΰF = 15.15, p = 0.000αΔ܀ڂٌյ܂شሒ᧩ထΔਚኙ
۞᧢ႈய࣠ႈऱᛀࡳ༉ڶٚ۶რᆠΖ
టإᛵᇞࠟ۞᧢ႈኙࠉ᧢ႈऱᐙΔಾኙ۞ྥኪ৫ၞԫޡၞ۩ొய
࣠ᛀࡳΔطቹ 2 Ⴈቹױߠࠟ۞᧢ႈၴٌյ܂شऱൣݮΖొய࣠ᛀࡳΔ
࣠ط। 5 ፖ। 6 ױवΔٽᖂೣړڇٽ܂ඒᖂऄऱొய࣠ F ଖբሒ᧩ထʳ ΰF = 9.87, p < 0.01αΔٽඒᖂֱऄิΰM = 37.36αᖂઝኪ৫᧩ထ࣍լٽิ
ΰM = 26.11αΖ٦ၞ۩ඒᖂֱऄհొய࣠ᛀࡳ࿇Δڇٽᖂೣړ࣠
᧩ထΰF = 13.33, p < .001αΔא Scheffe ࠃ৵ֺለऱᛀࡳ࣠Δ࿇ڇٽᖂೣ
ړխΔ൷࠹ᤁञᖂΰM = 45.98αհᑌءᖂઝኪ৫᧩ထ࣍ٽ܂ΰM = 37.36αΔ
۟࣍ଡܑፖٽ܂ऄٍࢨଡܑፖᤁञၴঞྤ᧩ထฆΙڇլٽᖂೣړ࣠Ո᧩
ထΰF = 10.90, p< .001αΔא Scheffe ࠃ৵ֺለऱᛀࡳ࣠Δ࿇ڇլٽᖂೣړ խΔ൷࠹ଡܑᖂΰM = 42.57αፖᤁञᖂΰM = 46.63αհᑌءᖂઝኪ৫᧩ထ
࣍ٽ܂ΰM = 26.11αΔ۟࣍ଡܑፖᤁञၴঞྤ᧩ထฆΖ
2 ደ̟ٲჄደੑЁϵьഓࠋဘݙුےુ˷˞үᆵᓍถ
ˈ˃ ˈ˃
ˇˈ ˇˈ
ˇ˃ ˇ˃
ˆˈ ˆˈ
ˆ˃ ˆ˃
˅ˈ ˅ˈ
˅˃ ˅˃
Ծฅࣽᄊࡋ
ଛӝ όଛӝ
ʳ!ঁձ!!ᝡݾ
!!ӝբ
ے6! স̺ࡌझَᐮסьഓࠋဘݙ˞ᝐ୴ᆵ˷ٙဢࡌے
ᝐ୴վປ SS DF MS F value Sig.
ᖂೣړ SSa
ଡܑ 2.48 1 2.48 0.02 0.888 ᤁञ 3.03 1 3.03 0.02 0.891 ٽ܂ 1041.34 1 1041.34 9.87 0.002 ඒᖂֱऄ SSb
լٽ 2413.08 2 1206.54 10.90 0.000
ٽ 3656.29 2 1828.14 13.33 0.000
དྷă! ኢ
۞ 1920 ڣז۞վΔഏ؆ឈีᗨᑇઌᅝױᨠڶᣂٽ܂ᖂኔᢞհᑇᖕᇷறΔ ഄגา։࣫ڼᣊઔߒױߠΔ1980 ڣזհছհഏ؆֮Δڍ᠙ࡳڇڶᣂٽ܂ᖂፖ
ႚอඒᖂࠟጟլٵඒᖂऄኙᖂګயհᐙ൶ߒΔ1980 ڣזխΕ৵ཚ۟վΔഏ؆
ឈլሽᆰ᎖ܗٽ܂ᖂፖᤁञፖᗑمᖂԿጟլٵඒᖂֱऄڇᖂګயՂऱֺ
ለࢤઔߒΔྥڕছߢࢬ૪Δڍᑇऱઔߒຟਢڇ՛ิऱᖂൣቼՀၞ۩Ζ֘ᨠഏփ ڶᣂٽ܂ᖂઌᣂհઔߒΔޓױߠ༓२ࢬڶऱኔᢞઔߒΔઃႛ࣍ٽ܂ፖႚอඒ ᖂհլٵᐙֺለፖ։࣫Δຍᑌऱઔߒ࣠ਢܡױऴ൷؆ං۟ଡܑᗑم۞ᖂፖଡ
ܑᤁञऱᖂীኪԯءઔߒհઔߒ೯ᖲհԫΖ
ءઔߒ࣠ឈ࿇։۟ଡܑᤁञิऱᖂسڇ৵ྒྷ।ፖᖂઝኪ৫Ղઃֺ
։ࠩଡܑᗑمิፖٽ܂ิऱᖂسړΔ։۟ଡܑᗑمඒᖂֱऄิऱᖂسڇ
৵ྒྷ।ፖᖂઝኪ৫ՂՈֺ։ࠩٽ܂ิऱᖂسړΔྥլٵඒᖂֱऄڇᖂᄐګ
༉।ՂࠀآሒอૠՂऱ᧩ထֽᄷΖ֘հΔط࣍ඒᖂֱऄፖᖂೣړࠟ۞᧢ႈڶ
᧩ထऱٌյ܂شژڇΔ᧩قඒᖂֱऄऱڶயࢤਢᄎᚨᖂृլٵೣړൣݮۖڶլ ٵΔਚ༼ᙌඒஃڇඒᖂֱऄհᙇشመ࿓ழΔኔᚨٵழەၦᖂृଡԳኙլٵᖂ
ֱऄհೣړൣݮፖणኪΔթለڶױ౨ᛜທԫଡᔞࢤፖ່ࠋऱᖂൣቼΖࣔߢհΔ
ಾኙଡܑᗑمृۖߢΔլٽࠡೣړհඒᖂֱऄኙᖂᄐګ༉ڶ᧩ထለࠋऱᐙΔ
ྥۖΔಾኙೣړٽ܂ᖂऱᖂृۖߢΔٽࠡړऱඒᖂֱऄኙࠡᖂઝኪ৫ঞ ڶለإ૿ऱᐙΙڼ؆ΔኙೣړᤁञऱᖂृۖߢΔٽࠡړऱඒᖂֱऄኙࠡ
ᖂᄐګ༉ঞڶለإ૿ऱᐙΖ
ಾኙᖂृءߪհᖂೣړፖլٵᖂൣቼڜඈհၴࢬױ౨ڶऱٌյᐙൣ
ݮΔឈᖂࢬૹီፖൎᓳऱૹᓰᠲΔྥۖઌᣂऱኔᢞઔߒ۟վսઌᅝΔ ઔߒ࣠ՈآԫીΖຝ։ઔߒ֭࣠ٽᖂृଡԳೣړऱඒᖂڜඈΰFreitag
& Sullivan, 1995; Kalin & McAvoy, 1973; Okebukola, 1986αΔᎁᖂृءߪਢ۞
ݺᖂऱ່ࠋေឰृΔฤٽଡԳᏁፖೣړऱඒᖂֱऄਢᖂګ༉ऱ່ࠋቃྒྷਐ ᑑΰMager, 1964; Merrill, 1975, 1980; Peterson & Janicki, 1979αΔഄຝ։ઔߒঞ࿇
լٽᖂृଡԳೣړऱඒᖂڜඈለڶயΰJones, Sullivan & Klein, 1996αΔᎁᖂ
ृءߪࠀլࠠໂߩജऱܒឰ౨ԺΔᖂृਗᙇᖂֱऄऱࠉᖕױ౨ਢەᐞለڶ ᔊΕ୲࣐ऱֱऄΔۖॺ່ڶԺᖂհֱऄΰCronbach & Snow, 1977; Jones, Sullivan
& Klein, 1996; Snow & Peterson, 1980αΖءઔߒঞ࿇ٽᖂೣړፖܡਢᏁࠉᖕ ኙլٵඒᖂऄऱೣړणኪۖࡳΖᜰࠏۖߢΔಾኙೣړଡܑᗑمृۖߢΔլٽࠡ
ೣړհඒᖂֱऄኙᖂᄐګ༉ڶ᧩ထለࠋऱᐙΙ֘հΔಾኙೣړٽ܂ᖂऱᖂ
ृۖߢΔٽࠡړऱඒᖂֱऄኙࠡᖂઝኪ৫ঞڶለإ૿ऱᐙΖ
Ёăඕ! ኢ
ᖕءઔߒ࣠։࣫Δඒᖂֱऄፖᖂೣړၴڶٌյ܂شژڇΔඒᖂֱऄհ ڶயࢤਢᄎڂᖂृءߪኙլٵඒᖂऄೣړհլٵۖڶլٵऱᐙΖאءઔߒ࿇
ۖߢΔಾኙೣٻᗑم۞ᖂऱᖂृΔሔ֘ࠡೣړऱඒᖂֱऄሎش֘ۖለڶܗࠡ
ᖂᄐګ༉ऱ༼ࣙΙ֘հΔኙೣٻٽ܂ᖂऱᖂृۖߢΔฤٽࠡೣړऱඒᖂֱऄ ঞױ౨ለڶܓࠡᖂઝኪ৫ऱ༼ࣙΔ٦ृΔಾኙೣٻᤁञᖂऱᖂृۖߢΔฤٽ
ࠡೣړऱඒᖂֱऄঞױ౨ለڶܓࠡᖂᄐګ༉Ζ
ᖕءઔߒ࿇৬ᤜΚ༼ࣙ۞ྥᖂઝᖂᄐګ༉ፖᖂઝኪ৫Δඒᖂृᚨەၦ ᖂृኙլٵඒᖂऄऱೣړൣݮΔᙇᖗլٵऱඒᖂฃΔԫ࠺چႉᚨΕٽᖂ
ृೣړհඒᖂֱऄሎشኙᖂګயՈլᄎڶݙ٤إ૿ऱᐙΖڼ؆Δط࣍ءઔߒ
࣠։࣫ᒔ࿇ᖂृڶڍೣړऱွΔਚ৬ᤜඒஃڇࠉᖂृլٵೣړൣݮᙇ شඒᖂֱऄऱٵழΔՈᚨڇඒᖂᖵ࿓խشፖ᧢ངլٵඒᖂֱऄऱࠌشΔאᏺף ඒᖂऱڍᑌፖڍ᧢ࢤ
ᖕءઔߒ࿇ፖઔߒመ࿓ऱᨠኘࢬΔಾኙآࠐઔߒऱ৬ᤜڕՀΚ ԫΕەၦءઔߒऱছᖄ൶ߒࢤΔ৬ᤜآࠐऱઔߒृױಾኙլٵڣ్ᖂسΔ ൕࠃለ९ழၴऱኔ᧭ᖙ൳ፖྒྷᇢΔאឩՕءઔߒऱ؆ංࢤΖڼ؆Δءઔߒ൶ ಘඒᖂֱऄፖٽᖂृኙڼඒᖂֱऄհೣړፖܡኙᖂᄐګ༉ፖᖂઝኪ৫ࠟࠉ᧢
ႈհᐙΔڶᣂڼࠟ۞᧢ႈኙࠡהඒߛਐᑑհᐙΔ壆ڕΚሽᆰኪ৫Εᖂ೯ᖲΕ ᖂየრ৫ൣრਐᑑΔۖஃسፖسسհၴԳᎾյ೯ᣂএհᐙऱ൶ಘΔՈ ڶܗ࣍ۼءઔߒ࣠ऱ؆ංࢤΖ
ԲΕط࣍ഏ؆ऱઔߒ࿇ᖂृኙլٵೣړऱړൣݮᄎᙟڣऱᏺ९ڶࢬ ޏ᧢ΰOwen, 1984, 1985αΔ৬ᤜآࠐऱઔߒೈԱ᠙ࡳٵԫழၴរၦྒྷհᖩឰ૿
ΰcross-sectionαऱઔߒֱऄΔՈױၞԫޡආ᜕ٻऱઔߒֱऄΔࠀٵழٽၦ֏א
֗ᔆ֏ऱઔߒֱऄΔאኙᖂೣړڼᔆऱ࿇୶ޏ᧢ൣݮΔࢨլٵڣΕඒߛၸ ᐋၴᖂೣړհฆൣݮፖױ౨ᐙڂైᤜᠲڶ९ཚၴፖԵऱᛵᇞΖ
ԿΕಾኙᖂृଡԳᔆፖᖂଅઌᣂઔߒམ࿇Δᖂଅፖൣቼڂ
ైၴڶٌյ܂شऱᣂএΰBoekaerts & Minnaert, 1999αΖ৬ᤜآࠐઔߒױಾኙᖂ
ೣړፖൣቼڂైհၴਢܡڶઌᣂࢤၞԫޡऱઔߒΔᨃᖂृಾኙլٵᖂൣ
ቼΔࢨլٵᖂઝኙլٵඒᖂֱऄऱೣړᇷறگႃΔאᛵᇞᖂृհᖂೣړ ਢለࠠཏ֗ࢤΰglobal or overall preferenceαΔᝫਢᄎڂᚨ֮ΕᑇᖂΕ۞ྥΕषᄎΕ
᧯ߛլٵᖂઝᏆհൣቼڂైۖڶࢬޏ᧢Ζڼ؆Δၞԫޡᆖطዌֱ࿓ڤٍࢨ ᔆ֏ઔߒऄΔኙޓ᧢ऱױ౨ઌᣂڂైᇷறऱگႃፖ։࣫Δലޓڶܓᖂઝඒஃᙇ شլٵඒᖂֱऄழऱૹەၦഗ៕Ζ
່৵Δءઔߒ᠙ࡳඒᖂֱऄፖٽᖂೣړፖܡኙᖂᄐګ༉ፖᖂઝኪ৫ ऱᐙΖઔߒृױ᠙ࡳഏ؆բڶছᖄࢤઔߒऱᤜᠲΔ壆ڕΚᖂೣړፖᖂᓰ
ࣷΔٍࢨᖂسᖂೣړፖඒஃඒᖂೣړٽፖܡኙᖂګயհᐙ൶ߒࢤऱ ᤜᠲΰOwen & Barnes, 1982αΔԵ൶ߒΖ
ᇞᖴǺҁࣴزҗ୯ࣽံշǴीฝӜᆀǺ௲ᏢБݤᆶᏢಞୃӳჹႝတᇶշԾ ฅࣽᏢᏢಞԋਏϐቹៜǴीฝጓဦ NSC90-2413-H-006-006Ƕ
ણ҂͛ᚥ
܇اኑΰ1996αΖఀىกᡛᇄຟ໔Ȉԙ൷กᡛᇄఀᏰຟ໔ΖፕקΚ֨Ζ
ঀफڕΰ2002αΖӻ१Ҭᇄก໔ਢᄇϛҡᇯޣȃଢ଼ᐠȃཐȃ࣏ڷᏰಬߒ౪Ϟኇ
ΖഏمګפՕᖂඒߛઔߒࢬጚՓᓵ֮ΔآנठΔፕতΖ
ඒߛຝΰ1998αΖၥଉఀىஅᙃ࡚೩ॎหϱৠ྅ौΖ2003 ڣ 10 ִ 25 ֲΔ࠷۞ http://www.ʳ edu.tw/information/infpln/bascont.htm
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