師生自主行為與互動關係類型之研究

教改浪潮的衝擊，影響著家長、老師與學生，許多教育工作者於是紛紛提出不同見解，企圖在考試鬆綁之後，能從教學的第一現場－教室出發，翻轉師生的角色，進行一場學習的革命。許多研究認為，教師在課堂上塑造自主支持氛圍，有助於提升學生自主行為。本研究依據教師自主支持行為及學生自主行為歸納出所對應的師生互動四種類型為分析架構，探討高影響高接近、高影響低接近、低影響高接近、低影響低接近四種師生互動類型與教師自主支持行為及學生自主行為之間的關係。本研究採用質性研究法，實際入班參與進行觀察六個主題活動。研究發現：1.教師自主支持行為會對學生自主行為產生正向影響，其中以「選擇方法和策略」此種行為最為明顯。2.學生自主行為會對教師自主支持行為產生影響，其中以專注傾聽、回應問題、提供選擇最為明顯。3.教師自主支持行為中的提供選擇與自主行為的每一個面向均呈現相關性。4.教師自主支持行為及學生自主行為與師生互動類型中的低影響高接近型關係最密切。5.教師自主支持行為及學生自主行為與師生互動類型中的高影響低接近型相關性最低。建議教育工作者對學生盡量採取低影響高接近的互動模式，塑造教師自主支持氛圍，則學生自主行為將可自然發展。

關鍵字

師生互動；自主支持；自主行為

並列摘要

The impact of education reform motivates educators to propose various education strategies. This qualitative study was taken to identify the relationship between teacher’s autonomy support and students’ autonomous learning under four teacher-student interaction models based on different level of teacher’s influence and proximity including high Influence with high proximity, high influence with low proximity, low Influence with high proximity and low influence with low proximity. The findings of the present study revealed that the teacher’s autonomy support had a great impact on students’ autonomy performance in choices of learning method and strategies. On the other hand, students’ autonomy performance also had influence on teacher’s autonomy support, particularly in learning to problem, response to question and providing choices. In addition, teacher’s autonomy support in providing choices had positive effect upon all aspects of students’ autonomy performance. Furthermore, the model of teacher-student interaction with teacher’s low influence and high proximity has highest-impact on students’ autonomous learning. On the contrary, teacher’s low influence and high proximity has lowest-impact. In order to create the teacher’s autonomy support atmosphere, educators are recommended to adopt the model of teacher-student interaction with teacher’s low influence and high proximity. Students’ autonomy performance will therefore develop.