摘要
本研究主要在了解單親與雙親學生對學習品質和師生互動品質的成受，以改善學生和老師的互動品質。本研究以某大學企管率為例，以人員訪問方法進行集體抽樣。學生部份針對日問部、夜二技在職班、夜三專在職班，每年級隨機抽取一班，共七班，實際有技問卷174份，教師部份有效問卷23份。 研究結果發現：日問班單親學生在選手多的自由空間及課程滿意度高於正常家庭學生。日問班學生以完整家庭對資源、設備滿意度遠低於單親家庭，且連顯著差異。學生大都不具有支配性格，而單親家庭學生可能比完整家庭學生更不其有社會性格、健壯性格。老師認為導致情持不佳之因，大部分是學生上課反應(67%)；其次是學校行政事務(佔27%)，可見師生互動品質之重要。
並列摘要
This research is to understand the expectations and feelings towards learning quality and quality of teacher-and-student interaction of single-parent and normal-family students. furthermore, We interviewed the students of department of business Administration in the Aletheia University and interviews persons were performed with 174 students, 23 teachers that included. we want to prove the qualities refrained above based on the research. According to research, we find: 1. single-parent students in day school have more satisfaction in selecting courses than that the normal-family students have. 2. normal-family students in day school have less satisfaction in school resource and equipment than that single-parent students have the result is various. 3. most students don't have dominative character, and single-parent students don't have social character, robust character like normal-family students.
延伸閱讀
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