由助教與學生的觀點探討大學諮詢助教之成效

An exploratory study of college peer tutoring through peer tutors' and students' learning experiences

江美姿(Mei-Tzu Chiang)

《慈濟大學教育研究學刊》 12期 (2015/03) Pp. 1-26

https://doi.org/10.6754/TCUJ.201503_(12).0001

摘要

這項研究為一探索性研究，係從助教和學生的角度，瞭解在大學中諮詢助教對於學生學習之執行成效。這項研究的主要目的是為了讓大學生更深入瞭解其本科(資訊系)的課程教材，因此在系上安排諮詢助教，以加強輔導學生課業，並從兩者角度去探究其輔導成效。本研究採用定量及定性的研究方法，以問卷調查和訪談資料，分析諮詢助教的輔導服務，是否能有效促進學生的學習。調查結果顯示，諮詢助教的輔導服務對於學生的學習具有積極的作用；此服務亦提供學生擁有並感受以「學習者為中心」的學習環境，以正面且無畏懼地學習。另一方面，由諮詢助教的觀點，此項服務的提供授權諮詢助教透過老師的位置，幫助學生學習，亦促進助教們學習思考及溝通能力；助教們更進一步地從解決學生的問題中，獲得學習和人際交往關係的利益。

關鍵字

大學助教 ； 助教服務 ； 諮詢助教 ； 學生學習 ； 大學教育

並列摘要

This study is an exploratory study developed through peer tutors' and students' learning experience to examine college peer tutoring in Taiwan. The goal of this study is to enable undergraduate students to deepen their understanding of the course materials by discussing them with peer tutors. This study used both quantitative and qualitative research methods to investigate if this tutoring service is being used effectively to facilitate undergraduate students' learning. As the findings indicate, the peer tutoring services have positive outcomes for both students and the peer tutors because this service provides an alternative choice for students to learn in a learner-centered environment. On the other hand, it also empowers peer tutors to learn and to think through the position of being a tutor. Thus, both students and peer tutors addressed the benefit of their learning gained and the benefit of their interpersonal relationship during the tutoring process.

並列關鍵字

College peer tutoring ； peer tutors ； peer tutoring ； same-year and cross-year tutoring ； higher education in Taiwan