台灣近幾年在少子化的浪潮中，高等教育之門大開，許多過去沒機會念大學的學生都進入了大學，大學生的學習與適應困難議題也顯得更加重要。本研究的源起，就是研究者在私立大學任教時，發現許多弱勢學生學習動機薄弱、讀書技巧缺乏、學習能力的自我效能也很低落，個人價值感也不高，連帶也影響了他們的溝通能力和人際關係，常有陷入憂鬱或沉迷於網路遊戲的情況。因此，本研究想要探索透過課程教法的創新，尤其是運用學共體的協同學習活動，並融入學習技巧的教導與應用，弱勢學生的學習效能和動機能否提升?本研究關注的焦點有以下三個方面：一、造成弱勢大學生學習動機低落的原因；二、透過以提升學習效能為出發的課程設計和實施(包括協同學習、楷模教練、等教學活動)，是否能使弱勢大學生產生正面的學習經驗? 三、弱勢大學生的學習效能和動機，可否透過新的課程學習經驗加以提升?本研究採取內容分析作為研究方法，資料蒐集的方法包括大學生心理適應量表、焦點團體訪談、學習活動觀察、學生學習檔案和教師和學生的自我?事。本研究結果有助於瞭解弱勢學生在大學課程中的學習困境及可能的課程設計因應之道，也期待能提出針對大學中弱勢學生有效的教學與學習之教育實務建議以供參考。 In Taiwan, because of a dramatic decrease in birth rate in the past decades, universities are forced to lower their requirements in order to survive. Consequently, many students who would not pursue college degree before due to their minority status enter college now. Oftentimes, these minority students comprise a so-called low-achieving group which is identified by its members’ low motivation and performance. In order to enhance the minority students’ motivation to learn, this study will utilize a new course course design for them. The course is designed based on a caring-centered and culturally responsive teaching pedagogy. The study is expected to reveal the complexities and possibilities of low-performing students’ engagement in higher education, especially on academic performance. Research data will be collected by the college student mental well-being inventory, focus groups, classroom observations, student learning portfolios, and self narratives. Content analysis will be utilized in data analysis. The study results are anticipated to provide a solid foundation for future curriculum design for minority students.
