長久以來，跨學門合作無論是在醫學、藝術、工程以及自然科學等領域之中，皆扮演著重要的角色。而進幾年來，各個學校以及教育機關也開始重視所謂的跨領域合作學習，並且藉此改變過去學校教育過於注重於單一領域合作學習的現象，進而提升學生在跨學門合作上的能力，以因應強調跨學門合作的真實世界。因此，究竟是什麼樣的因素會去影響學生的學習成效，以及學生在完成跨領域學習之後又能獲得何種能力，是值得去探討的一個議題。根據上述的原因，本研究的研究目的便是要建立出一個真實的跨領域學習環境，並從中觀察學生的學習情況，以找出影響學習成效的關鍵因素。本研究配合了教育部的“跨學門科學人才培育計劃”，以中央大學中參與該計劃的學生為研究對象，讓他們進行以專題式學習為方法的跨領域合作學習，並且以各種學習量表收集學生的學習資料，以探討和證明學習動機以及社交能力，確實會影響學生跨領域合作學習之成效。 For a long time Cross-disciplinary collaborative learning plays an important role in many areas such as medical, art, engineering, and science. Recently many schools and educative organizations adopt this learning approach, hope it can improve the cross-disciplinary collaborative skill, experience, and knowledge of students for helping them connect with real world. Under this trend, what factors will influences students‘ learning outcome and what competence do they obtains within the learning process, are an interest topic of research. Based on this reason our research goal is to build a real cross-disciplinary collaboration learning environment to investigate what key factors will cause cross-disciplinary collaboration learning become affective? We chose the students of NCU who join the ―cross-disciplinary science personnel education plan‖ which conducted by educative ministry of Taiwan as the experiment subject. We collected and analyzed the learning data of those students for exploring and proving that the academic motivation and social ability can affect the learning outcomes of cross-disciplinary collaborative learning.
