兩岸大學生對教師教學領導能力認知之比較分析

College Students' Cognition of Teachers' Instructional Leadership－Analyzing and Comparing with the Cross Across the Taiwan Straits

近年來，海峽兩岸教育與文化的交流頻繁，但因為中心思想的不同，導致教育結果的呈現也有所差異。本研究運用量化研究法，並以立意抽樣模式，分別調查台灣和上海地區之大學院校，以了解兩岸大學生對其教師教學領導能力的認知情況。研究結果顯示︰（1）整體上，台灣學生對其教師教學領導能力的認同度要高於上海地區。（2）兩地不同年齡及學院之學生對其教師教學領導能力認知度不同。（3）上海地區及各學院別對教師教學領導能力認知具有預測力。本文建議兩岸的大學教師應該在課程開始時多了解學生的需求，以引起學生的學習渴望，且兩岸教師間應加強交流、相互學習，以提升學生的學習成效。

In recent years, educational and cultural communications across the Taiwan Strait were frequent. However, differences in two educational ideologies have led to different educational outcomes. In this study, we adopted a quantitative approach with purposive sampling and recruited college students in both Taiwan and Shanghai as our participants. The present study aimed to examine college students' cognition of teachers' teaching-leading ability of both sides. The results showed: (1) teachers' instructional leadership was perceived as more effective by the college students in Taiwan as compared to those in Shanghai; (2) In both Taiwan and Shanghai, there were significant correlations between students' demographic variables, particularly their age and fields of study; (3)The area (Shanghai versus Taiwan) and field of study are predictive of the students' perception of teachers' instructional leadership. As such, we suggested that, in order to inspire their learning desire, teachers in both sides should understand students' need in the beginning of courses. In addition, teachers of both sides should enhance their communications for improving students' learning effectiveness.