社區大學教師教學魅力之研究

摘要本研究主要探討社區大學教師之教學魅力。而大多文獻中提到教師魅力與優良教師沒有明顯的區別，通常優良教師都具有教學的魅力。透過文獻探討，本研究定義教學魅力為教師在教學情境中，能以適恰的教學方法有效吸引及幫助學習者學習，並建立良好師生關係與學習氛圍，激發學習者發揮潛能、轉化觀點，並影響其持續學習的整體感召力量。教學魅力的外顯性有三個特質:第一，教師課程非常受學員歡迎，第二，教師在教學上具豐富的學識與良好的教學方法，讓學習者能夠學習到認知、情意與技能等教學目的，第三，學習者對教師有良好之正面評價，並有意願參與課程持續學習。根據此特質本研究對象之選取須符合以下條件:第一，課程或教師須榮獲受肯定之獎項，第二，課程熱門且持續開課達四期以上；每期學員數達二十人以上。本研究場域為高雄市某社區大學，研究對象為104年秋季班，兩項條件皆符合之三個班別，對每班一位老師與三位學員進行深度訪談。研究分析以Daniel. D. Pratt所提出之成人教學三個層面關係與影響:學習者與內容、學習者與教師、內容與教師為架構；除此之外，也從學員端探討其對班級的評價與參與課程動機，經歸納、統整、分析得結論及建議如下: 壹、結論一、教師的學科專業性有助形塑教學魅力。二、教師的教學理念對教學魅力有重要影響。三、良好的教學方法與技巧提升教學魅力。四、良好的師生關係對教學魅力有正面幫助。五、學員對課程的評價與教學魅力有正向關係六、學員因為知識、休閒與社交、個人成長等需求持續參與課程。貳、建議對社大教師之建議:教師需要增進自身的學識，不斷省視自己的教學理念是否適切，增進自己的教學知能、建立良好的師生關係及教與學的氛圍，皆可以增進自身的教學魅力。對社區大學之建議:舉辦跨領域的合科課程的橫向連結、鼓勵不同班級教師的相互教學觀摩與學習、積極串聯社大教師間的聯誼與教學分享，皆有助於教師教學與班級經營，以增進教師教學魅力，吸引更多學員投入社大學習的行列。對後續研究建議:因此未來就研究方法而言，可以量化研究作較大規模之探討；就研究對象而言，可以擴及較多區域與較廣的研究對象。關鍵字:社區大學、社區大學教師、教學魅力 ?

關鍵字

社區大學；社區大學教師；教學魅力

並列摘要

Abstract The study is to explore the teaching charisma of teachers in the community university. There is no evident distinction and definition between teachers’ charisma and excellent teachers in most of the related literatures. Usually, excellent teachers are also charamatic teachers. Based on literatures, the study defines teaching charisma as synthetic moving power which allows teachers to employ proper teaching methods to attract and help learners to learn effectively, to build up the rapport between learners and teachers as well as comfortable and inviting learning atmosphere. Such power also allows teachers to stimulate learners to realize their potential, to change their perspective and to affect them to keep learning. There are three expressive characteristics of teaching charisma: First, the courses of the teacher are popular amongst the learners. Second, the teacher is very knowledgeable on what he or she taches and equipped with excellent teaching skills that learners can learn knowledge, attitude and skills effectively. Third, learners have positive comments for the teacher and are willing to attend the courses and learn continuously. Based on these characteristics, the participants of the study have to meet the following critieria: First, the course or the teacher has been awarded with some kind of recognition or hornor. Second, the teacher whose course is popular can opened courses for more than four terms continuously with more than 20 learners in each term. A community university in Kaohsiung is the research venue. Three classes which are fulfilled with the two conditions in the second semester of 2015 were chosen, and a teacher and three learners in each class were interviewed in-depth. The research analysis is based on the structure of three levels of relationship in adult learning proposed by Daniel D. Pratt. They are: learners and contents, learners and teachers, contents and teachers. Besides, the learners’ comments for the course and their motivations for attending the courses are also discussed in the study. Through analysis, synthesis, and integration, the conclusions and recommendations are as follows: Conclusions: 1. Teacher has broad knowledge about the subjects can form the foundation of teaching charisma. 2. Teachers’ teaching rationales have an important influence on teaching charisma. 3. Excellent teaching methods and skills can enhance teaching charisma. 4. Good relationship between teachers and learners has positive effect on teaching charisma. 5. Learners comments for the class have positive relationship with teaching charisma. 6. The learners require the courses to meet the needs for knowledge, leisure, interpersonal skills as well as personal growth and etc. in order to attend the courses. Suggestions: Suggestions for community university teachers: Teachers need to constantly enhance their knowledge, reconsider their teaching rationale, develop teaching skills and build up good relationship among teachers and learners and learning and teaching atmosphere. All of them can enhance teaching charisma. Suggestions for community university: Community university should increase interdisciplinary-incorporated courses or sessions of courses to establish the leteral connection among knowledge. It should also encourage teachers of different classes to observe each other’s class and learn from one another. Opportunities for establishing relations among community university teachers and sharing teaching skills should also be provided. All of them can help teachers with teaching skills and class management to enhance teaching charisma and attract learners to learn in the community university. Suggestions for further research: As to further research methods, quantitative studies can be implemented for large scale research. As to study samples, different areas and more subjects can be involved. Keywords: community university, community university teacher, teaching charisma