我國大學日語相關學系師生教學風格與學習風格之適配性

本研究利用卷調查法，調查分析我國大學日語相關學系師生（9所大學，教師74位，學生1438位）之教學風格與學習風格的適配情形，經SPSS 25.0軟體進行量化統計分析後，得知：日語教師教學風格擅長度依序為教師中心＞學生中心＞師生協同。隨著教學認知歷程的提高，師生協同與學生中心的教學風格擅長度顯著提升，且此現象顯著發生在私立大學上。在高階認知教學歷程中，公立大學日語教師顯著擅長於師生協同的教學風格。1.學生學習風格偏好度依序為教師中心＞學生中心＞師生協同。隨著學習認知歷程的提高，師生協同的學習風格偏好度顯著提升，而此現象較顯著發生在私立大學上。但在高階認知歷程中，公立大學學生顯著偏好於師生協同和學生中心的學習風格。2.整體師生的風格適配性不佳，特別是師生協同與學生中心的風格出現失配的現象，而此失配現象較常發生在低階認知歷程時或私立大學師生的風格上。我國大學日語教師的教學風格無法適應學生多樣性的學習需求，因而產生了短板效應，可能造成學生的學習成效不彰。

關鍵字

大學日語教育；教學風格；學習風格；認知歷程；風格適配

並列摘要

This used the survey to investigate and analyze the matching about the teacher teaching styles and student learning styles of the Japanese-related departments of Taiwan's universities. Using purposive sampling, 9 schools were selected, and the effective sample numbers were 71 teachers & 1364 students. By SPSS 25.0 analyzing, it got results: 1. Teaching style proficiency was Teacher-Centered(TC)＞Student-Centered(SC)＞Teacher-Student Collaboration(TSC). With the cognitive process improving, private university teachers' TSC & SC style proficiency had increased significantly. In the higher cognitive process, national university teachers were significantly good at TSC. 2. Learning style preference was TC＞SC＞TSC. With the cognitive process improving, private university students' TSC style preference had increased significantly. In the high-level cognitive process, national university students were significantly good at TSC & SC. 3. The style matching of overall teacher-student was bad, especially in TSC & SC; the mismatch often occurred in the low-level cognitive process or the private university teachers and students. University teachers' teaching style couldn't adapt to student's learning diverse needs, which resulted in students' ineffective learning.

並列關鍵字

Japanese education in university ； teaching style ； learning style ； cognitive Process ； style Matching

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