Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/34005
標題: 影響技術學習效果之因素探討--以苗栗縣卓蘭鎮葡萄生產者為例
A study of the Factors That Infiuence in Technical Learning Effectiveness. Example: The Vineyard Producers of Chao-Lan Township Miao-Licounty.
作者: 張宏政
CHang, Hung-Chen
關鍵字: Cultural technique;栽培技術;Learning Participation;Learning Effectiveness;學習參與;學習效果
出版社: 農業推廣教育研究所
摘要: 
為瞭解「巨峰」葡萄對於葡萄栽培技術的學習效果,及其影響因素。本研
究由成人學習的觀點配合葡萄栽培技術的背景說明,探討苗栗縣卓蘭鎮葡
萄農之技術學習動機、技術學習參與及頏術採用等因素,對葡萄園果實品
質、產量及葡萄園相等學習效果之影響。研究結果顯示,葡萄農對於栽培
技術表現了強烈的學習動機;亦多表現出中上程度的學習參與;至於學習
參與的途徑則以「與鄰近果農、農藥商討論」、「參加地區性講習訓練活
動」、「參加葡萄產銷經營班組織」、「接觸農民團體推廣人員」及「觀
摩其它產區葡萄園」等方式較為普遍,亦普遍顯現出中上程度的技術採用
;至於技術學習效果方面,則雖有80% 顯現出中上程度,但仍有20%低於
中等程度。路徑分析的結果則顯現葡萄農技術學習動機的確對技術學習參
與及技術採用均具顯著正面影響;技術學習參與則對技術採用及技術學習
效果具顯著正面影響;技術學習動機則透過技術學習參與間接對技術採用
及技術學習效果造成正面影響。綜合本研究之發現,顯見「學習參與」是
影響學習效果的主要關鍵,因此技術推廣人員在其推廣策略的具體做法上
應促進葡萄農技術學習動機,使其具高度的學習參與傾向;並排除其學習
參與過程中之學習障礙,使葡萄農樂於且主動參與學習。

This is an examination of the factors that influence learning
effectiveness of the "Kyoho" vineyard farmers. This Study is
from the viewpoint of adult learning and grapevine cultural
techniques and tries to examine the tech- nical learning
motivation, technical learning participation and technical
adoption of the vineyard produers of Chao-Lan township, Miao-Li
County. It also attempts to analyse how those factors
influence the learning effectiveness. The results of analysis
revealed that vineyard farmers showed a strong learning
motivation, but less so in the remaining three factors. The
most popular channels of learning participation include :
Disscussion with near-by vineyard farmers and agricultrual
medical salesmen, joint local training activity, joint
production and marketing organization, contact with the
extension agents of farmer associations, and visiting the
grapevine orchards of other districts. Path analysis shows that
technical learning motivation has both a positive and
significant influence on learning participation and technical
adoption. There is the same relationship between technical
learning participation to both technical adoption and technical
learning effectiveness. The result highlight that learning
participation is the key factor in influencing both learning
adoption and learning effectiveness. Therefore we suggest that
agricultural agents should encourage the participation of the
farmers and try to help farmers to overcome the obstacles of
learning. And then we can persuade the farmers to participate
in learning activities voluntarily.
URI: http://hdl.handle.net/11455/34005
Appears in Collections:生物產業管理學系

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