本文以南部一所科技大學電子系進修部學生為對象,調查學生對於教師專為進修部設計的資料結構課程調查,包括其對課程的滿意度和對個人學習成效的看法之統計與質性分析。進修部學生日間上班夜間上課,角色轉換上不易,加上過去高中職時的專業背景與大學所修專業不同,使得學生本身和授課教師同時感到困難與壓力。依進修部學生的需求而設計的課程,學生們最滿意的是教師的教學態度,老師的詮釋課程方式使學生了解課程的目標,師生的溝通有效才能讓學生真正理解學習的目的。半工半讀進修部學生對於程式設計之相關課程無法長時間練習與深化,教材經過適當的組織與增加親和互動實作,讓學生放下心防,在教學上需要彈性調整授課步調,關心不同學生族群學習狀態,將有效改進學生學習焦慮,而達成課程目標。
This paper aims at analyzing nontraditional students' attitudes, including course satisfaction and learning effects, towards Data Structure designed by the instructor according to their needs. Nontraditional students work during the daytime and study at night, therefore, they feel it difficult shifting their roles. Without related academic knowledges, most of them indicated the difficulties and pressures in class. The results show that the instructor's teaching attitudes are the most satisfactory variable, the instructor's interpretation will guide students to course objectives, and effective teacher-student communication can help students comprehend what they have learned. A flexible course design will guide students to adjust them to learning and reduce their learning anxiety.