A Study of Morning-self-study Period at the Vocational High Schools in Taipei

• Main Authors: Ou-Wei Ho, 何歐威
• Other Authors: Chin-Yen Lin
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/hb9ce9

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 95 === This research aims at studying the activity goals, the present conditions with difficulties, and the students’ attitudes, pertaining to the morning-self-study period effected at the vocational high schools in Taipei. It further analyzes whether the students’ attitudes are influenced by personal factors, family elements and school forces so as to extend effective references for schools and parents in planning and guidance. This research is based on questionnaire investigation resulted from documentary research work. The questionnaire started on May 8, 2007, focusing on the principals and students of 24 vocational high schools in Taipei. Up to May 31, 19 valid copies were returned from the 24 principals concerned, and 981 copies from the 1010 students, of which 47 copies were invalid, creating a 97.1% return rate and a 95.2% validity rate. The conclusions thus gained are as follows: 1. The principals concerned regard the chief activity goals of the morning-self-study period as reinforcing communication between teachers and students, contributing to class management and developing the habit of diligent study. It is necessary that the class exist persistently. 2. 55% of the 24 vocational high schools in Taipei effecting morning-self-study period begin the class at 7:30 A.M. under the guidance and planning by homeroom teacher with the help of the Students Affairs Office and the Academic Affairs Office. 3. The schools concerned are facing the difficulties of how to build up common ideology and set up reasonable requirements so as to help reduce students’ being late for school and to achieve order and a peaceful study environment. 4. The students concerned tend to agree with such a class activity. The average of recognition responses in their attitudes appears the highest while the average of the emotional responses appear lower, both of which reveal that the students consider the class proper but not totally satisfactory in emotional responses. 5. The students who are at public vocational high schools, majoring in industrial courses, often getting at least 8 hours sleep at night and eating breakfast at home, and willing to proceed to receiving college technology education hold better attitudes towards the class. 6. The students whose parents adopt democratic ways to bring up and teach them hold best attitudes towards the class. 7. The students’ attitudes vary in accordance with the content of the class, the existence of the homeroom teachers’ supervision, their evaluation of the school’s planning for the class, the teacher’s ways of management, and the differences in the attitudes of their class peers. 8. 60% of the students think of their teacher’s management and care in the class as reasonable and view the school’s arranging the class as very ideal or as not bad. 9. The students expect that they themselves can plan and arrange the content of the class and express that they are willing to cooperate with the school requirements. But they do not identify themselves with the concept that the morning-self-study period is the most attentive period of a day. The reasons for their dislike of the class are reducing their sleep time and causing them to fail to eat breakfast.