[ 摘要 ]

本研究主要目的在了解台灣中部高職原住民重點學校原住民學生參加「發展與改進原住民技職教育」課程的學習滿意度，探討高職原住民學生學習現況、學習動力、學習滿意度；高職原住民學生個人基本變項對學習動力知覺程度之差異情形、對學習滿意度認同程度之差異情形；高職原住民學生學習動力與學習滿意度之關係，期能依據研究發現中提出具體建議，提供相關單位做為辦理「發展與改進原住民技職教育」課程參考。

本研究係採用問卷調查法，以台灣中部高職原住民重點學校為研究母群體，採普查方式，總計有188份，研究問卷內容包含高職原住民學生個人基本變項、學習動力量表及學習滿意度量表。問卷調查所得資料運用電腦統計套裝軟體SPSS for Windows 10.0版，以描述性統計分析、t考驗、單因子變異數分析、雙因子變異數分析、Pearson積差相關係數及迴歸分析等統計分析方法進行資料處理。

研究結果如下：

一、就「學習動力」而言，原住民學生以「學得一技之長」最高，其次為「學習更多技能」與「通過證照檢定」。

二、就「學習滿意度」而言，原住民學生以「與同學相處」最高，其次為「教學內容」與「教材內容」。

三、原住民學生對「學習動力」之差異情形，因學校別、族別的不同而有顯著差異。

四、原住民學生對「學習滿意度」沒有差異之情形。

五、原住民學生學習動力與學習滿意度呈正相關。

六、原住民學生學習動力對學習滿意度具有預測力。

[ 英文摘要 ]

This study’s main purpose is to understand the learning satisfactory with “the course of developing and improving aboriginal Vo-tech education” in the context of central Taiwan’s vocational high schools. To probe into the vocational high schools’ aboriginal students’ learning states, learning motive power and learning satisfactory; the different statuses of their individual various items those affecting their learning motive power sense degree and also affecting their learning satisfactory approval degree; the relationship between aboriginal students’ learning motive power and learning satisfactory. Expecting that can bring up some concrete suggestion according to this study and give it to the concerned organizations as a reference of setting the course of developing and improving aboriginal Vo-tech education.

This study uses questionnaire survey method, taking central Taiwan’s vocational high schools’ aboriginal students as the main group and the survey is for overall students. The total number of the questionnaires is up to 188. The contents of this questionnaire include vocational high schools’ aboriginal students’ individual various items, learning motive power measure table and learning satisfactory measure table. The data from the survey uses a computer statistics program SPSS for Windows 10.0 version, in depicting statistics analysis, t-test, one-way ANOVA, two-way ANOVA, Pearson’s product moment and regression analysis ways to cope with this data.

The study results are as follows:

1. For “learning motive power”, aboriginal students give “learning a sharp skill” the highest, and the second are “learning more skills” and “passing license examinees”.

2. For “learning satisfactory”, aboriginal students give “getting alone with the classmates” the highest, the second are “instruction’s contents” and “teaching material’s contents”.

3. There is a huge difference in aboriginal students’ views on learning motive power caused by the variety of schools and aborigines.

4. There is no difference in aboriginal students’ views on learning satisfactory.

5. Aboriginal students’ learning motive power and learning satisfactory are positive-related.

6. Aboriginal students’ learning motive power has the ability to predict their learning satisfactory.