我國大學師生關係之研究--概念建構與實證分析

• Main Authors: 周燦德, Chou, Tsan-Der
• Language: 中文
• Published: 國立政治大學
• Online Access: http://thesis.lib.nccu.edu.tw/cgi-bin/cdrfb3/gsweb.cgi?o=dstdcdr&i=sid=%22A2002000194%22.

本研究旨在建立我國大學師生關係之概念建構及現況了解，並依研究發現與結論，作為規劃與改進我國大學師生關係之參考。 本研究在方法上採調查研究為主，並輔以理論探討及文獻分析，在研究的設計上，依研究目的將整體研究分為三個部分。首先，建構大學師生關係之概念架構；其次，調查大學師生關係之現況；最後提出研究發現、結論和建議。調查研究工具係以研究者自行發展之「大學師生關係量表」，分教師、學生用二種題本，以臺灣地區34所公私大學校（院）教師489名，學生1284名，合計1773名師生為研究樣本。所得資料採t-test、單因子多變項變異數分析、Sheffe' method、關係強度指數等統計方法作分析與討論，進而歸納出研究結果的重要發現和結論如下： 一、師生關係的研究對象可適予擴大，研究方法應更趨多元，研究內容應更求統整。 二、發展完成一個屬於本土性的大學師生關係概念建構。 三、大學生知覺的師生關係因其性別、年級、修習必修或選修課程、學業成績、就讀學校性質及學院類別等變項不同，而有顯著差異。 四、大學教師所知覺的師生關係，因教師之性別、學歷、職級、修習教學專業課程與否、兼任行政與否及所任教學院類別等之不同而有顯著差異存在；但並未因大學教師之年資、曾否留學、專業任及公私立學校別而有顯著差異。 五、大學教師與學生所知覺的師生關係，無論是整體或在個別的六項師生關係分量表及師生間關係總分上，均有顯著差異，且師生認知差距頗大。另從關係強度來看，師生不同角色與師生關係無論是整體或個別間均屬高度關係。 根據上述之研究發現與結論，本研究提出下列六項建議： 一、大學教師應加強師生溝通，增進了解，縮短師生認知與心理距離，俾增進良好的師生關係。 二、規劃辦理大學教師教學專業知能研習，強化教師教學能力和敬業精神，提升教學品質，增進師生良好關係。 三、規劃建立教師教學績效評鑑制度，有效協助教師提高教學品質，增進師生良好關係。 四、改善學校師資、課程及教學的環境，有效提高教學效果，增進師生關係。 五、強化大學教師輔導專業知能和倫理，協助學生身心健全發展。 六、重建現代師生倫理關係的新形貌。 除上述外，並提出下列五項未來研究的方向和重點，俾供有志師生關係研究者參考。 (一)繼續以大學、專科師生或成人教育為研究對象。 (二)採質、量兼備的研究設計。 (三)採取師生關係的統整性研究途徑。 (四)加強師生關係理論模式的建構研究。 (五)針對影響師生關係的特別議題做進一步的後設分析研究。 === The purpose of this research was to establish the conceptual construct and the understanding of the current situation of the relationship between the university faculties and students in the Republic of China on Taiwan. The research findings and conclusions can also be fully utilized as references for planning and improving the existing relationships between the university faculties and students. The methodology adopted was mainly survey research, together with theoretical and descriptive analysis. According to the research purpose, it was framed by three major sectors. First, construct the conceptual structure of the relationships between the university faculties and students; secondly, investigate the existing relationships between the university faculties and students through survey; finally, raise the research findings, conclusions and suggestions. The instrument of this survey research was the "Questionnaire of the Relationship between University Faculties and Students" developed by the researcher himself. The two versions were designed for the faculties and students respectively. The research samples included the 486 faculties and 1284 students spread among 34 public and private higher education institutes. The sample size was 1773 in total. The data collected was analyzed by the T-test, one-way multivariate analysis, Sheffe's method and ω2 correlation coefficient ratio. The important findings were concluded as follows: 1. The sample of this faculties and students relationship research should be expanded, more methodologies should be adopted, and the research contents should be better unified. 2. It is necessary to develop a fully localized faculties and students relationship conceptual construct. 3. There are significant variances of the relationships cognized by the students according to the variables of gender, grade level, core courses of elective courses, scores, the nature of school and the categories of colleges. 4. There are significant variances of the relationships cognized by the faculties according to the variables of gender, degree, job level, with or without professional training, responsible for administrative job or not, and the categories of colleges serviced. But there was no significant variance found among the variables of the college faculties' seniority, whether studied overseas, worked as part-time or full-time, and whether worked in public or private higher education institutes. 5. There were significant variances found between the relationships cognized by the faculties and students, whether in the individual six faculties and students relationships quantitative scores or as a group, and were also found in the total score of the faculties and students relationships. The differences of the cognition between faculties and students were significantly meaningful. From the point of correlation, the different roles and relationships between faculties and students were highly correlated whether viewed individually or as a group. The following six suggestions was made according to the above findings and conclusions: 1. The faculties of the higher education institutes should strengthen the communications and improve understandings of the students. And more importantly, abridge the cognition and psychological gap between the faculties and students in order to cultivate a better relationship in between. 2. It is necessary to organize professional seminars to enhance the teaching skills and professionalism, so that the teaching quality can be ensured and the improvement of the faculties and students can be expedited. 3. It is necessary to establish the evaluation system for the teaching of faculties, so that the teaching quality can be effectively raised. Therefore, the relationships between faculties and students can be improved as consequences. 4. It is necessary to raise the faculty level, improve curriculum and the environment for teaching, as well as to enhance the effectiveness of teaching, in order to improve the relationships between faculties and students. 5. It is necessary to strengthen the professional counseling techniques and ethics of the faculties in order to assist the students fully develop healthy personalities. 6. It is necessary to rebuild a new look of the modern faculties and students relationships. Besides, the following five directions and points were raised for future research, with the hope to be used as references for those who are also interested in the study of faculties and students relationships. 1. Continue to study the faculties and students in the universities, colleges or in adult education as research objects. 2. Adopt the qualitative and quantitative research design. 3. Adopt the unified research methodology for the faculties and students relationship. 4. Enhance the construct studies of the faculties and students relationship theory models. 5. Design further meta-analysis studies for the special topics on factors that influence the faculties and students relationship.