技術課程教師對大學生學習型態與職業刻板印象的影響：示範有利性的角色

The Influence of Teachers on College Students’ Learning Styles and Occupational Stereotypes in Technical Courses: The Role of Modeling Priority

本研究目的在於探討高等教育技術課程的合作教學中，技術教師與一般教師在社會學習之示範有利性的差異，以及大學生的職業刻板印象與學習型態是否會受到教師楷模的影響。計有174 位大一新生參與此項縱貫性研究，研究結果指出，技術教師的示範有利性高於一般教師，意即在合作教學中技術教師較可能成為學生所認同的角色楷模。就學習型態而言，無論大學生認同的角色楷模為技術教師或一般教師，他們對經驗引導的學習型態偏好高於理論引導。交叉延宕方格分析指出，大學生知覺技術教師的示範有利性愈高者，其後來的學習型態偏好愈傾向經驗引導型式，學習型態偏好愈傾向經驗引導型式者，其後來所知覺技術教師的示範有利性也愈高；一般教師的示範有利性與學生對理論引導型式的學習型態偏好具有相似的相互關聯性。角色楷模為技術教師的大學生，其職業刻板印象與技術教師較為一致；反之，角色楷模為一般教師的大學生，其職業刻板印象則與一般教師較為一致。教師示範有利性與學習型態、職業刻板印象的關係在一學期內相當穩定。本文最後討論研究發現，並提出結論與建議。

The article aimed to investigate the differences in modeling priority between technical teachers and lecturing teachers， and whether the role models affect college students’learning styles and vocational stereotypes in the collaborative teaching of technical courses. One hundred and seventy-four freshmen were recruited as participants in this longitudinal study. Results indicated that the modeling priority of technical teachers was higher than that of lecturing teachers， which means that technical teachers were more likely to be identified as role models by students in collaborative teaching. As to learning styles， the college students significantly preferred the experience-driven mode to the theory-driven mode regardless of whether their role models were technical or lecturing teachers. Cross-legged panel analysis showed that the students perceiving higher modeling priority of technical teachers subsequently exhibited greater preferences for the experience-driven mode. Meanwhile， the students who initially preferred the experience-driven mode also perceived higher modeling priority of technical teachers subsequently. Similar relationships were found between modeling priority of lecturing teachers and students’preferences for the theory-driven mode. For the students who identified technical teachers as role models， their vocational stereotypes were more consistent with technical teachers than with lecturing teachers. In contrast， for students who identified lecturing teachers as role models， their vocational stereotypes were more consistent with lecturing teachers than with vocational teachers. The relationships among teachers’modeling priority， learning styles， and vocational stereotypes were stable over a one-semester period. Research findings were discussed and conclusions and implications were proposed.