大學生眼中的教師分類架構及其課堂表現之探究

Exploring Teacher Classification Structure based on the Perspectives and Classroom Performance of University Students

教師為了方便管理學生會對學生進行分類，而學生也會透由分類教師以便應對不同教師對於該課堂的要求，且學生在課堂中的行為表現與其將教師歸為哪個類別有很大的關聯。本研究主要探究大學生對教師的分類行為的依據與原因以及在不同類型教師課堂上學生的行為表現。本研究選擇一所具師資培育課程的大專院校，以一個班級的學生作為研究對象，透由訪談的方式獲得資料。研究結果發現：一、大學生將教師先初步分類為上課有內容型、上課沒內容型、被忽略型；上課有內容型教師又可再細分為教學認真型、教學無聊型、上課輕鬆型；上課沒內容型教師又可再細分為沒在上課型及不知道在幹麻型；二、大學生重視能不能在課堂上學到東西，這是其對於教師初步分類的依據；接著，大學生會進一步依照教師教學態度、上課感受對教師進行第二層次的分類；三、在課堂表現方面：大學生在教學認真型及教學有趣型教師的課堂中，學生會認真聽講、作筆記；在教學無聊型、上課沒內容型教師的課堂中，學生會划手機、睡覺、翹課及做自己的事。希冀藉由本研究的探討，能讓師資培育機構中的教育工作者能從學生觀點來了解其對教師教學的想法及行為表現。

Teachers categorize students for the convenience of managing students, and students respond to the demands of different teachers by categorizing teachers. Moreover, students' behavior in the classroom has a strong correlation with the category to which they assign their teacher. This study investigates the rationale and reasons for university students' categorization of teachers and the students' behavior in classrooms with different types of teachers. In this study, a tertiary institution with a teacher training program was selected and one class of students was used as the subject of the study. Data were obtained through interviews. The results of the study revealed that: 1.University students categorized teachers as content-rich, contentfree, and neglectful; content-rich teachers could be further categorized into serious, boring, and relaxed; content-free teachers could be further categorized into those who were not in class and those who did not know what they were doing; 2. University students attached importance to whether or not they could learn something in class, which determined their initial categorization of teachers; 3. As for classroom performance: university students listened attentively and took notes in the classrooms of the serious and interesting teachers; in the classrooms of the boing and content-free teachers, students swiped mobile phones, slept, skipped class, and did their own thing. Through this study, I hope that educators in teacher education institutions will be able to understand students' thoughts and behaviors in classroom settings based on students' perspectives.