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• Main Author: 黃育驄
• Other Authors: 王文科
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/4zu6df

碩士 === 國立彰化師範大學 === 特殊教育學系 === 106 === This study aimed to explore the differences and investigated the situations in the use of learning motivation and learning strategies between gifted high school students and ordinary high school students in central Taiwan. The paper further analyzed the differences between gifted and ordinary high school students with different backgrounds in learning motivation and learning strategies, and explored the relationship between gifted high school students' and ordinary high school students' learning motivation and learning strategies. This study adopted the questionnaire survey method and used “High School Students’ Mathematics Learning Motivation and Learning Strategy Questionnaire”. The subjects were five public senior high school first-graders, second-graders and third-graders from gifted classes and ordinary classes in the 106th academic year in four counties, including Taichung City, Changhua County, Nantou County and Yunlin County. There were 10 gifted classes and 10 regular classes selected, with a sample of 628 questionnaires, 614 of which were valid. The collected data were analyzed by descriptive statistics, independent sample t test, single factor variance analysis, Scheff'e post hoc comparison and Pearson product difference. The results are as follows: 1. Gifted and ordinary high school students had positive learning motivation and effective learning strategies in mathematics. 2. Gifted high school students’ learning motivation and frequency of using learning strategies toward mathematics were higher than ordinary high school students’. 3. There were significant differences in some aspects of gifted high school students’ learning motivation, including gender, grade level, and parental socioeconomic status variables; there were significant differences in some aspects of ordinary high school students’ learning motivation, including gender, grade level, and parental socioeconomic status variables. There were significant differences in some aspects of gifted high school students’ learning strategies, including gender, and parental socioeconomic status variables, except grade level variable, while there were significant differences in some aspects of ordinary high school students’ learning strategies, including gender, grade level, and parental socioeconomic status variables. 4. There was no significant correlation between gifted high school students’ and ordinary high school students’ mathematics learning motivation and learning strategies. Lastly, based on the results of this study, recommendations will be provided for students, parents, teachers of gifted and regular high school classes as well as follow-up researchers for reference.