探討國立臺灣大學主修生命科學與生物多樣性領域之外籍生學習動機與滿意度

Abstract

全球「生物多樣性」議題日漸受到關注與重視的態勢之下，臺灣在「生物多樣性」研究領域中亦不斷努力提升發展。且近年來因全球化與市場化之影響，再加以因應國內少子女化日益嚴重問題，促使臺灣的高等教育逐漸開放並邁向國際招生。加上生物多樣性主題常聚焦在全球性及區域性研究上，因此本研究將運用問卷調查與訪談模式，以探討外籍學生的生命科學與生物多樣性學習之學習動機、學習適應、以及學習滿意度之間的關係，進而提出提升對生命科學與生物多樣性學習滿意度之建議。 本研究結果顯示，臺灣大學「生命科學與生物多樣性」系所之外籍生平均年齡為21-30歲，且以來自亞洲國家者居多。同時其身份主要為國際學生。而在「就學動機」方面，大多數是為滿足自己的求知欲，且因應同儕推薦與喜歡學校聲望而來到臺灣大學就讀。在「學習焦慮及生活困難 」方面，約有10~15%外籍生認為「國情文化之不同觀念差異會影響學習成效」，且感覺「老師不能接受其觀點或意見」，但是其共同採取解決困難的因應之道，則是「會針對問題擬定行動計畫並實際去執行」。另一方面，在「生命科學與生物多樣領域課程學習滿意度」上，則約有將近20%之外籍生覺得「教授專業知識豐富」與「教授教學態度積極認真」。 綜合結果彙整可知，臺灣大學在臺外籍生對於學校提供之學習層面，皆算滿意，但是因國情與文化差異的影響，可能影響其學習成效或感受。尤其是當外籍生在面臨問題時，往往傾向於自己解決居多，此或許可以提供相關單位在外籍生的生活融入方面多增加一些體驗活動等作為參考，同時也讓其他學生瞭解其文化的不同，使外籍生能更加融入臺灣生活，進而讓其獲得更多助益。

Biodiversity has been one of the major subjects for research and the public interests worldwide, especially under the scope of human population growth and global climate change. Taiwan is unavoidably facing the globalization issue, not only for the influences on its natural environment, but also trying to broaden the horizon in higher education. Because the biodiversity studies largely focus on global or regional scale, many universities in Taiwan have been recruiting students from overseas in the past years. I use questionnaires and interviews with models to evaluate the motivation of foreign students studying biological sciences and biodiversity, and also validate its relationship to learning adaptation and learning. The results will help us to improve the learning for foreign students and the future recruitment for the university. The survey was made from 62 foreign students at NTU, either major in Life Science, Ecology and Evolutionary Biology, and Forestry. Most of the interviewees are Asian, with an average of 21-30 years old, including 'international students' and 'overseas Chinese' students. The results showed that the majority of the students came to NTU is to 'fulfill the curiosity' when asked for 'learning motivation'. They chose NTU mostly due to the recommendation from colleagues and the preference of the university reputation. About 10-15% students think 'cultural differences will influence the learning behavior', and feel 'the professors cannot accept their views or opinions'. The common solution for the students are 'action plan will be prepared for the problem', likely by themselves. On the other hands, about 20% of the students think 'the professors are knowledgeable' and 'the teaching attitude is highly enthusiastic', for the learning satisfactory in their professional fields. In summary, the service for student learning provided by NTU is more or less satisfied, but the learning outcome is influenced by the cultural differences. The foreign students tend to solve the learning problems by themselves, rather than asked for help from the university or the professors. The mutual understanding of cultural difference is important for both students and the teaching faculties, in order to obtain the most value of education. The sooner the students get involved in the life, the better the performance they might be.