民國91年起實施大學多元入學制度，教育部在歷年評估報告中，對多元入學制度多持肯定的評價，且認為經由多元入學管道進入大學的大學生，其在大學的課業表現亦較優異。但這些評估報告中卻都未見通識課程成績的表現，亦無多元入學管道與通識課學習成效的相關研究。本研究目的正是期望瞭解大學生在一開始採取各種不同的入學管道時，是否就已經決定了他們對大學的定位？而這個大學的定位又涉及到他們對大學裡的專業課程與通識課程的看法及其表現。因此，本研究擬就研究者任教南華大學之便，進行大學生在不同入學管道後，在大學專業課程與通識課程學習成效之差異性，進行初探性的相關研究。初步分析結果顯示對於大部分的學生，通識課程和專業課程的學習成效表現頗為一致。雖然入學方式不同的學生，在學習成效上呈現不同的趨勢，但是入學前的學習成績確與在學的學習成績無明顯關聯，顯見不同入學管道的大學生，對大學裡的專業課程與通識課程，在學習心態與成效上，大致並無太大的不同。有趣的發現是一年級生通識課程和專業課程的學習成效表現相關性最強，而此相關性卻逐年下降，此一現象值得探究。 Since 2002, the diversified university admission system has been implemented. In its evaluation reports over the years, the Ministry of Education has held positive evaluations of the diversified admission system, and believes that college students who enter the university through multiple admission channels have excellent academic performance in the university. However, none of these evaluation reports sees the performance of general education courses, and there is no relevant research on multiple entrance channels and general education learning effectiveness. The purpose of this research is to understand whether college students have already determined their position on the university when they adopt various admission channels at the beginning? And the positioning of this university involves their views and performance of professional courses and general education courses in the university. Therefore, this research intends to conduct preliminary research on the differences in the learning effectiveness of university professional courses and general education courses after the researcher teaches at Nanhua University. The preliminary analysis results show that for most students, the learning effectiveness of general education courses and professional courses are quite consistent. Although students with different enrollment methods show different trends in their learning effectiveness, their academic performance before enrollment is not significantly related to their current academic performance. It is obvious that college students with different admission channels are more interested in professional courses and general courses in the university. , There is not much difference in learning attitude and effectiveness. The interesting finding is that the first-year general courses and professional courses have the strongest correlation in the performance of learning performance, but this correlation has declined year by year. This phenomenon is worth exploring.
