Is the Bloom Learning Theory Suitable for National Defense Education at Senior High School?

• Main Authors: Yu-Ching Liao, 廖裕慶
• Other Authors: Z-John Liu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/41571958558227623644

碩士 === 嶺東科技大學 === 國際企業研究所 === 101 === Currently national defense education activities had diversified into high schools teaching curriculum, which aims to make national defense education in the classroom leaving off the stereotype toward diversity goals development. Learning theory must differ with the times and circumstances vary, but the core of the spirit of the theory has not changed. In this study, Bloom (1976) learning theory to explore the impact of national defense education high school learning factors, and to initiate cognitive behavior, initial emotional characteristics, teaching quality and background variables (gender, school property) was self-variables, national defense education learning outcomes (midterm score) as the dependent variable to the National Taichung First, Fengyuan high School, Taichung engineers, Taichung agricultural Senior High students as a sample, using purposive sampling method, 305 questionnaires were distributed, effective recovery 300 copies. The results showed： 1.The beginning of high school students "cognitive behavioral" a significant positive effect on the effectiveness of the National Defense Education Learning. 2.High school students' initial emotional features "a significant positive influence on national defense education learning outcomes with. 3.Schools "teaching quality" of national defense education learning outcomes with a significant positive influence. 4.Of secondary school students of different background variables, national defense