臺北市中小學學生學習狀況調查研究

A Study on the Students' Learning in Taipei City

本研究目的旨在從學生的角度來了解臺北市國小高年級（5、6年級）到高中三年級（12年級）等不同年段與年級之間的學習狀況與差異情形，研究以自編的「臺北市中小學學生學習狀況調查問卷」，隨機抽取臺北市八所國小、六所國中、四所高中，五年級到高三學生為問卷發放的對象，共計發放1450份，回收934份，其中有效問卷為833份，研究結果如下：（一）臺北市中小學學生學習狀況屬於良好程度，惟國小要比國中、高中為佳。（二）臺北市中小學學生學習狀況中，以師生關係最佳，而學習氛圍較弱。（三）從年段來看，對於學生的學習氛圍與師生關係都隨著年段（國小、國中、高中）逐漸下降；而在同儕關係中並無年段間的顯著差異；（四）從年級來看，小學5年級到國中（9年級）的學習氛圍、師生關係和同儕關係之學習狀況逐年級下降，到高中升降呈現不穩定現象；五年級至十二年級之學習氛圍、師生關係和同儕關係具有顯著差異（五）從學生的性別及家長（父親、母親）學歷在三個層面的學習狀況均無顯著差異。

The purpose of the study is to explore the students' learning in Taipei City from the 5th grade (elementary school) to the 12th grade (senior high school) from the students' perspective. The questionnaire is adopted to sample the students from public elementary schools to senior high schools in Taipei City. A total of 1,450 questionnaires have been distributed and 934 have been retrieved, of which 833 were valid.. The Survey of Students' Learning in Taipei City covering learning climate, teacher-student relationship, and peer relationship is used for factor analysis and reliability analysis. The survey shows good reliability and validity. The statistical methods of the study include descriptive statistics, independent sample t test, and analysis of variance (ANOVA). The results of the study are as follows:(1) The learning situation is good in the period of study (elementary school, junior high, and senior high), but elementary school is better than junior and senior school. (2) The teacher-student relationship is the best in the period of study (elementary school, junior high, and senior high), and the learning climate is weak.(3) The learning climate and teacher-student relationship show a significant difference in the period of study (elementary school, junior high, and senior high) and gradually decrease with the period of study, while the peer relationship has no significant difference in the period of study. (4) The learning climate, teacher-student relationship, and peer relationship decrease by grade (from 5th grade to 9th grade). (5) The learning climate, teacher-student relationship, and peer relationship have no significant difference in terms of the students' gender and education of parents.