本研究之主要目的在於了解高職聽障生之學習策略現況，並且比較學生不同的年級、性別、聽力程度、何時接受特殊教育訓練、父母聽力程度及科系別在學習策略上的差異狀況，以及探討高職聽障生學習策略與學習成效之間的相關情形和預測作用；並依據研究結論提出建議。 本研究以台北市立啟聰學校學生155人為對象進行研究，研究工具為「MSLQ」，以描述統計、單因子變異數分析、皮爾森積差相關、逐步多元迴歸等方法進行統計分析。 本研究結論如下： 一、高職聽障生再學習策略使用情形的前三名為學習的自我效能、外在目標導向、工作價值 二、不同年級、性別的高職聽障生在學習策略使用上有顯著差異。 三、學習策略與學習成效有顯著相關。 四、不同年級、聽力程度、何時接受教育訓練高職聽障生在學習成效上有顯著差異。 五、高職聽障生的學習策略對整體學習成效有顯著的預測力，且以學習的控制信念8.3%為最高。 The propose of this study is to understand the status of learning strategy of hearing-impaired students in vocational high school and get the difference of learning strategy between different grades, gender, hearing level, when to accept special education, hearing degree of parents and different department. We also discuss relation and calculating of learning strategies and learning performance and have advice according to the conclusion. We take 155 students from Taipei school for the Hearing Impaired as sample. The data are analyzed by descriptive statistics, one-way ANOVA, Pearson product-moment correlation and stepwise multiple regression. Conclusions are as follows: 1. The top three of learning strategies of hearing-impaired of vocational is self-efficacy for learning, extrinsic goal orientation and task value. 2. The scores of learning strategies have significant differences on gender, grade. 3. There is a significant correlation between learning strategies and learning performance. 4. The scores of learning performance have significant differences on grade, hearing level, when to accept special education. 5. The learning strategies of hearing-impaired of vocational have significant calculating. The top is control of learning beliefs by 8.3%.
