一所科技大學競賽團隊學生學習歷程之探究

An Exploration into the Learning Process of an Competition Team at a University of Science and Technology

本研究旨在探討某一科技大學創發團隊學生參與競賽學習策略之轉換歷程，並探討競賽學習中學生的自我價值之影響與遭遇困境。研究對象包括團隊的兩位指導老師和四年來曾參與的成員，共16位幼保系（科）學生。本研究採用質性研究方法，以訪談和省思紀錄為主要蒐集資料的方式。研究結果發現，參與團隊期間，學生學習策略在團隊合作性、學習積極性和學習能力等三方面都獲得正向的強化。其次，學生從競賽學習擁有成就感，變得更有自信，也從中發現自我價值，繼而個人學業成績也獲得提升，並能調整規劃生活目標。學生在競賽過程主要遭遇到成員溝通以及自我突破的兩項困境。教師群藉由觀察發現每組或每位學生遭遇的問題，提供適時的技術協助或心理支持，才能達到競賽學習的成效，而教師群也由省思和教學轉換獲得成長。

The purpose of this study is to explore the transformation process of students who are participating in the competition learning strategy at a university of science and technology, and to explore the self-worth and difficulties of students in competition learning. The study included two instructors and staff members who had participated in the past four years, and a total of 16 students from the Department of Child Care. This study used qualitative research methods, derived from interviews and thought-provoking records as the main means of collecting data. The study found that during the team participation, the student's learning strategy was positively strengthened in terms of teamwork, enthusiasm for learning and learning ability. Secondly, in the course of competition learning, the biggest achievement of students is the sense of accomplishment. This sense of accomplishment impels students to become more confident in learning and discovering self-worth. In turn, personal academic performance has also improved, and can positively impact life planning goals. Students encounter two major difficulties in the competition process, which include members' communication and self-breakthrough. By observing and discovering the problems encountered by each group or each student, teachers can provide technical assistance or psychological support in a timely manner to achieve the beneficial results of competition learning. In addition, teachers also grow through thought and teaching transformation.