English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113303/144284 (79%)
Visitors : 50794039      Online Users : 301
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/5423


    Title: 從對學生幫助的角度解析現有導師制及其改進策略
    Authors: 李酉潭
    端木蓉
    Contributors: 李酉潭
    端木蓉
    Date: 1999
    Issue Date: 2008-04-17 16:24:55 (UTC+8)
    Abstract: 導師制在本校實施超過三十年，但始終成效不一說法不一，為確實瞭解本
    大學導師制實施情況，採用質的研究方法，對十一名導師與五名學生做深度訪談
    錄音原案，並做逐字稿，再逐步分析藉以瞭解導師與學生對導師制現行制度的想
    法與知覺。結果發現十一名導師中均為熱心負責導師對導師制制度意見頗多，經
    分析共有五類型導師，包括專業型導師、信念為重型導師、傳統型導師、功能型
    導師與整合型導師。對導師責任與角色均各有其看法，但可概括歸納導師責任較
    偏重基本型任務：即保護學生不受傷害與完成學業；發展型功能未受重視。同時
    在師生關係論點上，態度較為保守，心態偏於指導，開放程度不夠，而專業上則
    受限於時間跟學生接觸有限。學生方面普遍態度偏向被動，期待，習慣要求，對
    老師期望接近又不願意主動也覺得很難交集。彼此生活世界未見深度交集。歸納
    訪談師生意見，老師要想突破現狀必須去除三個障礙：學生文化、時間、溝通方
    式。整體而言，整合型導師最符合導師定義與功能但他同樣遭遇一樣限制：時間。
    因此要突破現行限制，唯有打破導師制一對多形式，或為團隊方式或為小組方式
    輔導，並應將導師在專業督導與情感支持能力與意願釐清，讓導師在個人自願與
    能力時間範圍內，藉由系所整合組成輔導小組方式，或可替代目前方式達成具體
    功能而非形式上的制式安排。
    The tutoring system has been implemented in The National Chengchi
    University over 30 years. However, it is unknown on the effects and
    influences to most of the students in students’ eyes and teachers’
    perceptions. In order to depict the phenomenon clearly, we use qualitative
    method to understand the details. We interviewed 11 tutors and 5 students
    by in-depth interviewing and the data analysis process was similar as
    grounded theory suggests. Findings of the study indicate that tutors can
    be categorized into five styles: professional, person-belief oriented,
    traditional, functional, and integrative. In brief, the essential
    function in their views is to protect students from hurt and accomplish
    academic studies. The developmental function of students is not their
    focus. On the teacher-student relationship, they are preservative and are
    inclined as superiors; they are not open enough. And the students are
    passive, reactive, eagerly to acquire; they wish to be close to teachers
    but without active actions. Both teachers and students are seldom
    interactive in their own world. The three main obstacles for tutors to
    relate to students are student cultures, timing, and communicative ways.
    There is one suggestion to break the form of the tutoring system that it
    is to use the strength of the departments to integrate the segregated
    orientations and in a cooperative way to guide the students by way of teams
    of guidance.
    Description: 學務處、課外活動組
    Data Type: report
    Appears in Collections:[教務處] 校務發展計畫

    Files in This Item:

    File Description SizeFormat
    871005.pdf788KbAdobe PDF211798View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback