國家教育研究院

　　本院長期關注十二年國教的發展，從政策風向球相關調查，到政策推動執行成效評估，過去不斷進行者。然，政策推行後的一年，執政者關心學生學習型態是否有跟隨政策的調整進行改變，而這些學習型態的改變，是否會影響學生學習表現，故進行本次調查。本研究以104學年度高中一二三年級學生為樣本，採用決策樹分析進行多重因素分析比較，探討家庭社經地位、教師教學與學生學習型態對於學生學習成就的影響。研究結果發現，學生學習型態會隨年級的調整而改變，如睡眠時間會隨著年級增加而減少，補習時間會隨著年級增加而增多，而休閒型態的學習方式（如參與社團、閱讀課外讀物、與家人互動學習等），也會隨年級增加而時間減少。不過當問及學生學習壓力是否能有效應對，各年級之間並無顯著差異。

　　另外，當就讀學校為學生自己選擇的時候，對於十二年國教相關政策認知（包含適性入學、教師活化教學、學校均優質化、與降低學習壓力等）程度高於其他選擇者。特別在適性入學部分，最為顯著。其次，本研究亦發現，十二年國教政策認知會隨自己的教育期望增加而提升，特別是其為自己將來為碩博士者，明顯高於其他教育期望者。然，在家人互動、運動時間與睡眠時間方面，所付出的時間增加，學習壓力反而會降低，且能有效應對。

　　在學校類別分析後發現，明星高中的學生對於自我期望較高，且對於學校認同度較高，亦表示菁英教育需要明星學校進行支持，若不暢通菁英教育的入學管道，將不利於十二年國教之發展。不過在生師比的部份發現一個有趣的現象，學校若是高生師比（教師比例較高）的學校，學生對於教師活化教學的認知較高，而高師生比多半屬於偏遠學校，學習壓力較低，教師比較有機會進行活化教學。

　　最後研究分析發現，高中學生對於教師授課內容的理解，是影響學習成就的關鍵因素。其他類似學習壓力、主動學習與上學時間是其他影響學生學習成就的相關因素。若學生自身對於學習壓力應對有適當的調適，以及對於課本以外的知識有探求的慾望時，當學生的學習成就較佳。此外，在學習成就較低的學生族群中，若能縮短上課時間，學習成就亦能提升。

　　本研究依據研究結果提供以下政策建議：1.建議推動提升家人相處、健康運動與增加睡眠時間的教育政策，以舒緩學生壓力；2.建立菁英教育入學管道；3.建立易於學生課程理解的有效教學模式；4.適性輔導可朝培養學生壓力調適與主動學習發展；5.後續研究可採標準化學生學習成就測驗成績進行分析。

　　The study of high school students to learn the status of the investigation to analyze the factors affecting student learning. In this study, a sample of high school students in 2014, the use of multiple factors influence the decision tree analysis analysis and comparison to explore family socio-economic status of teachers teaching and students learning patterns for student achievement. The study found that sleep time will increase and decrease with grade, tutoring time will increase with increased grades, and casual learning, will increase with the grades and less time. But when asked whether students can effectively deal with the pressure, there is no significant difference between the grades, academic pressure prevailing between the display segment each year of high school.

　　According to the analysis results show that when students attending schools of their choice, for years the state religion policies awareness than other selector. Special enrollment at the appropriate part of the most significant. Secondly, this study found that cognitive twelve state religion policies with their own educational expectations will increase and enhance, in particular, as their future by Dr. Shuo, significantly higher than those of other educational expectations. However, his family interaction, exercise time and sleep time aspect, the amount of time increases, but will reduce the pressure of study, can effectively deal with.

　　After school category analysis found that the star high school students high expectations for themselves, and for a high school degree of recognition, also said that the elite schools to support the educational needs of the star, if not smooth enrollment pipeline elite education will not help ten development of the country for two years to teach. But found an interesting phenomenon in the student-teacher ratio of part, if a high school student-teacher ratio (the proportion of teachers is higher) schools, teaching students for higher cognitive activation teachers, and high teacher-student ratio is mostly belong to remote schools, learning a lower pressure teachers have more opportunity to activate teaching.

　　Final study analysis found that high school students understand lectures for teachers is a key factor affecting learning achievement. Other similar study pressure, active learning and school hours are other factors affecting student achievement.