高中科學奧林匹亞競賽訓練營與競賽經驗對參賽學生 大學階段發展影響 --以100 學年度就讀臺灣大學學生樣本為對象

Abstract

本論文探討臺灣大學100 學年度大一到大四學生中，曾經在高中 時接受臺灣區奧林匹亞競賽培訓營訓練，並代表臺灣參加國際數學/ 物理/化學/資訊/生物/地科奧林匹亞競賽後，進入大學的學習情況， 探討培訓與參賽經驗對其(1)大學端高階知識思考能力、(2)大學科系 志願選擇性向、(3)大學階段學習成就表現、課程修習與時間規劃及 (4)個別心理特質的影響等四方向，以了解奧賽參賽生在奧賽培訓與 比賽後獲得的成長。 本研究計有量化問卷73份，質性訪談問卷20份，茲整理問卷及訪 談綜述如下: 一、 大學端高階知識思考能力方面，調查顯示奧林匹亞培訓對奧賽 生之幫助主要體現在問題的探索思考(95.9%同意)、考試技巧提 升(82.2%同意)、專業科目整理分析及邏輯判斷能力提升(各佔 79.5%同意)三大部分，而較無幫助的則是撰寫學術報告能力 (34.3%同意)、閱讀論文能力(41.2%同意)。 二、 大學科系志願選擇性向方面，調查顯示奧賽生選擇科系原因符 合自身興趣比例最高(98.6%同意)，其次是符合自身能力(93.2% 同意)，第三是學校與科系學術聲望(83.5%同意)，第四則是未 來就業發展(78.1%同意)。 三、 大學階段學習成就表現方面，異類別奧賽生相較同類別奧賽生 進大學後的課程學習能力較差，如地科奧賽生進入電機系後相 較數學奧賽生的成績表現較不理想。而奧賽生時間安排上仍以 課業學習所占比例最高(90.4%每周超過10 小時課後自習)。另 多數大一大二奧賽生認為課程內容都已學過及掌握，希望學校 能有提供進階課程學習安排。 四、 心理特質方面，調查顯示奧賽生具有碰到問題追根究柢的態度，對自己期許極高，並具有自我追求完滿盡善的精神。奧賽生也 肯定奧賽培訓幫助其認識許多能力相近的夥伴，並有同儕競爭 學習的機會，對人際關係有很大幫助。 針對本論文，研究者提出三項建議如下: 一、 大學可針對奧賽生成立研究社團，以利奧賽生彼此交流學習。 二、 在奧賽培訓階段加入適當的心理輔導。 三、 在奧賽培訓階段針對各專業科目未來發展進行說明，鼓勵學生 多元發展。

This study examines the learning situations of National Taiwan University students ranging from freshman year to senior year during the 2011 academic year that acquired Olympiad trainings and represented Taiwan to attend international Olympiads in mathematics, physics, chemistry, information technology, biology, and earth science during high school. This study also investigates the effect of training and participatory experiences on (1) higher-level thinking ability at college (2) aptitudes on college major choices (3) college performances and achievements, course study and time management, and (4) individual psychological characteristic to understand students’ growth after Olympiad training and competitions. This study uses both quantitative and qualitative survey questionnaires that include 73 quantitative participants and 20 qualitative participants. Compiled survey and interview results are summarized as follows: 1. Olympiad trainings are the most helpful to professional subject knowledge and thinking ability that mainly reflect on question exploration(95.9%agreed),skills of examination(82.2%agreed), subject analysis(79.5%agreed), and facilitation of logical ability(79.5%agreed). 2. For past Olympiad participants of various competition categories, college major choices not only involve interests(98.6%agreed), but also personal ability (93.2%agreed),academic reputation of college(83.5%agreed) and future career directions(78.1%agreed). 3. While students show the best course-connection ability when their college major is identical to the competition category they attended, students with dissimilar competition category and college major show poorer course-connection ability. Time-wise, students spend most of their time studying on weekly basis. 4. Students are inquisitive to questions encountered with high expectations and a self-pursued spirit in perfectionism. Most freshmen and sophomores hope the university can provide more advanced courses in addition to course contents they thought they have already learned. According to the above-mentioned results, three suggestions are proposed by the study: 1. University can form research clubs for past Olympiad participants to increase their interactions and communication with each other. 2. Incorporate appropriate psychological counseling during the Olympiad training camps. 3. Arrange workshops on future development of various subjects for students during the Olympiad training camps and encourage diversified development.