為求了解淡大核心課程改革的實施成效，特針對與學生學習有關 的選課行為及教學評鑑、學期成績等相關因素進行實證研究，以發現問題 並作為持續發展的參考。 本研究包括四項互有關連又各自獨立的研究，其一，有關學生選課心態與 修課反應，其二，有關後五學門系選制的評量，其三，選課時熱門課與冷 門課的特徵比較，其四，關於教學行為評鑑與學習成效因素的關連。 本研究兼用調查法及資料分析統計法進行，以分層二段系統抽樣法先自淡大抽選 98班學生，再取樣調查，有效卷690份。研究結果有多項發現，其中包括後五學 門預選制度不當；選課意願與修課滿意度有關連；上課時段、課程名稱皆是選課 的重要依據；老師學期成績給分寬嚴與該課是否很快被選滿無顯著關連；學生對 教師的教學行為評鑑與其自評的學習效果有正相關，卻與全班學期平均成績無 關；教學內容是學生評鑑教學行為最重要的項目等等。有關單位據此對核心課程 的實施做了局部的調整，包括規劃全面自由選課制度，改進新生訓練課程等等， 並針對問題研擬後續的研究。

　　　　　 This study focuses on the course-elective behavior and related factors of the core-curriculum reform in order to assess its practical effect on Tamkang University. The study comprises four independent but related investigations. The first one is concerned with students' course-elective attitudes and responses to the core-courses. The second evaluates the course-elective procedure in five fields. The third compares the characteristics of popular and unpopular courses. The fourth is about the relation between teaching evaluation and learning efficacy. A survey by questionnaire was given to the students selected through the two-stage stratified sampling method; the valid questionnaires were 690. The other data result from the analysis of administrative documents. The important findings are shown as following: Certain parts of the course-elective procedure are inadequate to meet educational goals. To be successfully enrolled in a desired course is directly related to a student's satisfaction level with the class. The scheduled time and course titles are essential factors in choosing a core course; in contrast, the teacher's grading has little bearing on the student's decision. Students' evaluation of instruction is correlated with their self-perceived learning efficacy, etc. The findings have been applied to adjusting the practices of the core-curriculum and follow-up research is scheduled.