大學生對教師教學行為的知覺與反應之分析研究

本研究在探討不同心理特質與班級的大學生對教師教學行為的知覺，並進而探析大學生對教師教學行為的知覺不同時，是否會影響其學習反應？ 本研究以國立高雄師範學院四個班級的學生為研究對象，利用問卷及測驗調查，結果得到下列幾項發現： （一）大學生對教師教學行為的知覺，因其歸因方式、成就動機及自我發展等心理特質之不同而有差異。 （二）大學生對教師教學行為的知覺，並不因其性別與班別之不同而有差異。（三）大學生對教師教學行為的知覺不同，其自覺的學習反應亦因之而有差異，而學科考試成績則無顯著的差異。

The purpose of this study is to explore the perception of college students to teacher teaching behaviors with their different psychological characteristics and classes and to analyze further whether learning responses are imbued with the difference in the perception of college students to teacher teaching behaviors. The subjects of this study include four classes in Kaohsiung Teachers College. The results of this study are stated as follows: 1. The perception of college students to teacher teaching behaviors differs according to the student’s psychological characteristics of attribution style， achievement motivation， and ego-identity development. 2. The perception of college students to teacher teaching behaviors does not differ according to the student’s sex and classes. 3. College student’s self-consciousness learning responses differ according to the different perception of college students to teacher teaching behaviors but the scores on the course test does not differ according to the different perception of college students to teacher teaching behaviors.