我國大學日語相關學系師生教學風格與學習風格之適配性

The Matching of Teaching Style and Learning Style about Japanese-Related Departments of Taiwan’s Universities

本研究利用卷調查法，調查分析我國大學日語相關學系師生（9 所大學，教師 74 位，學生 1438 位）之教學風格與學習風格的適配情形，經 SPSS 25.0 軟體進行量化統計分析後，得知：
日語教師教學風格擅長度依序為教師中心>學生中心>師生協同。隨著教學認知歷程的提高，師生協同與學生中心的教學風格擅長度顯著提升，且此現象顯著發生在私立大學上。在高階認知教學歷程中，公立大學日語教師顯著擅長於師生協同的教學風格。
1.學生學習風格偏好度依序為教師中心>學生中心>師生協同。隨著學習認知歷程的提高，師生協同的學習風格偏好度顯著提升，而此現象較顯著發生在私立大學上。但在高階認知歷程中，公立大學學生顯著偏好於師生協同和學生中心的學習風格。
2.整體師生的風格適配性不佳，特別是師生協同與學生中心的風格出現失配的現象，而此失配現象較常發生在低階認知歷程時或私立大學師生的風格上。我國大學日語教師的教學風格無法適應學生多樣性的學習需求，因而產生了短板效應，可能造成學生的學習成效不彰。

This used the survey to investigate and analyze the matching about the teacher teaching styles and student learning styles of the Japanese-related departments of Taiwan’s universities. Using purposive sampling, 9 schools were selected, and the effective sample numbers were 71 teachers & 1364 students. By SPSS 25.0 analyzing, it got results:
1.Teaching style proficiency was Teacher-Centered(TC)>Student-Centered(SC)>Teacher-Student Collaboration(TSC). With the cognitive process improving, private university teachers' TSC & SC style proficiency had increased significantly. In the higher cognitive process, national university teachers were significantly good at TSC.
2.Learning style preference was TC>SC>TSC. With the cognitive process improving, private university students' TSC style preference had increased significantly. In the high-level cognitive process, national university students were significantly good at TSC & SC.
3.The style matching of overall teacher-student was bad, especially in TSC & SC; the mismatch often occurred in the low-level cognitive process or the private university teachers and students. University teachers’ teaching style couldn't adapt to student’s learning diverse needs, which resulted in students’ ineffective learning.