The Willingness of Municipal Taipei Senior High School Grade Three Students Learn in China

本研究旨在探討兩岸三通以來，兩岸間的交流日趨頻繁，教育政策也逐步開放情況下，臺北市立高三學生對於赴陸就讀高等校院之意願研究。由於相關法規與政策尚處於初步推動實施階段，因此本研究兼具評估與預測之性質。 為了更精準地掌握研究結果，本研究採用文獻分析法與問卷研究法，來探討學生的就學意願。本研究參考過去相關文獻後，以學生的個人特徵與家庭條件、學生的個人生活適應能力、中國大陸高等教育對台招生策略、我國教育政策與大學競爭力、中國大陸大學競爭力與未來發展為獨立變項，赴陸就學意願為依變項進行問卷設計與調查。 問卷以分層方式針對臺北市12個行政區高中進行抽樣，發放數量為1300份，回收後有效問卷數為1269份，有效問回收率為97.6%。經次數統計、平均數考驗與回歸分析後得到以下結論：1.有31.8%的學生具有赴陸就學的意願 2.對學生赴陸就學意願產生影響的個人條件因素有父母親的學歷、經濟狀況、大陸工作經驗3.學生赴陸就學意願的影響因素則有，學生離家生活的適應能力、與不同環境的新同學相處能力、就學資訊瞭解程度、大陸學歷認同度、對我國大學學術競爭力與大陸大學生競爭力的評估，以及對大陸未來發展前景的看好度。After the beginning of three direct links across the Taiwan Straits, exchanges between the two sides have become more frequent. With lifting bans of education policies, the purpose of this study was to investigate “the willingness of municipal Taipei senior high school grade three students learn in China”. Because regulations and policies are still at an initial promotion and implementation of state, this study has properties to assess and predict. In order to confirm the findings accurately, documentary analysis and questionnaire survey procedure were applied to investigate the willingness of students learn in China. After the reference of past literatures, designing and surveying questionnaire by letting students’ personal characteristics, family conditions and personal life adaptability, admissions policies of higher education in China toward Taiwan, education policies and college competitiveness in both Taiwan and China as independent variables; letting the willingness of learning in China as dependent variable. The questionnaire use layered approach to sample high schools in 12 administrative regions in Taipei. The grand total provides 1300 questionnaire, recycling effective questionnaire 1269, the effective questionnaire recycling rate 97.6%. After times of statistics, mean test and the return analytic method, obtain the following conclusions: 1.There are 31.8% students have willingness to learn in China. 2.Individual conditions that affect students’ willingness to learn in China are education background of parents, economic conditions, and working experience in China. 3.Factors that affect students’ wiliness to learn in China are adaptability to life away from home, ability to get along with new classmates in different surrounding, understanding of schooling information, recognition of academic degrees in China, evaluation of university academic competitiveness in both Taiwan and China, and optimism of future prospects in China