國家教育研究院

　　本文主要探究我國後期中等教育適性入學特徵模型與相關影響因素。本研究方法採問卷調查法，結構方程模式(SEM)分析學生適性學習之影響因素。分析結果顯示，高中職均優質化對於學生適性學習影響以教師活化教學為中介效果時，本研究獲得驗證。研究結論如下：一、高中職均優質化對於學生適性入學認知有正向影響，且屬於高度效果量；二、高中職均優質化對於高中教師活化教學有正向影響，且屬於高度效果量；三、高中教師活化教學對於學生適性入學認知有正向影響，但屬低度效果量；四、高中職均優質化、教師活化教學對於學生適性入學認知具有正向影響，且結構方程模型獲得驗證。進一步檢視效果量結果，本研究認為影響學生適性入學認知關件因素在於學校均優質化指標的達成；五、社區高中職對於高中職均優質化、教師活化教學與學生適性發展的結構關係模型，效果較佳。六、進行跨年度比較後「教師教學策略」的中介作用僅存在於105學年度「高二」的學生，而對於「高一」學生的效果不顯著。

　　This article mainly explores the characteristics of the appropriate mode of secondary school admissions in China and related influencing factors. This research method adopts the questionnaire survey method and structural equation model (SEM) to analyze the influencing factors of students' adaptive learning. The results of the analysis show that this study has been validated when the quality of high school or middle school students affects the adaptive learning of students and teacher activation teaching is the mediating effect. The conclusions of the study are as follows:1. The high quality of high school education has a positive impact on students'cognitive attitudes to admittance, and it is a highly effective measure. Second, the high quality of high school education has a positive impact on the activation of high school teachers, and it is a highly effective measure. Third, the activation of high school teachers has a positive impact on students'cognitive participation, but it is a low degree of effect. Fourth, the quality of high school education, teacher activation teaching has a positive effect on students'cognitive acceptance, and the structural equation model is verified. . To further examine the results of quantitative results, this study believes that the factors that affect the cognitive relevance of students' adaptive admission are the achievement of high quality indicators in schools; V. The structural model of community high school seniority for the quality of high school, teacher activation and adaptive development of students. The effect is better. 6. After the cross-year comparison, the mediating ole of teachers' teaching strategies exists only in the second year students of the 2016 school year, but the effect on the high school students is not significant.