| dc.contributor.author (Authors) | 李酉潭 | en_US |
| dc.contributor.author (Authors) | 端木蓉 | en_US |
| dc.creator (作者) | 李酉潭 | zh_TW |
| dc.creator (作者) | 端木蓉 | zh_TW |
| dc.date (日期) | 1999 | en_US |
| dc.date.accessioned | 17-Apr-2008 16:24:55 (UTC+8) | en_US |
| dc.date.accessioned | 8-Sep-2008 09:40:05 (UTC+8) | - |
| dc.date.available | 17-Apr-2008 16:24:55 (UTC+8) | en_US |
| dc.date.available | 8-Sep-2008 09:40:05 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Apr-2008 16:24:55 (UTC+8) | en_US |
| dc.identifier.uri (URI) | http://tair.lib.ntu.edu.tw:8000/140.119/5423 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/5423 | - |
| dc.description (描述) | 學務處、課外活動組 | en_US |
| dc.description.abstract (摘要) | 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。 | en_US |
| dc.description.abstract (摘要) | 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. | en_US |
| dc.format.extent | 807919 bytes | en_US |
| dc.format.extent | 807919 bytes | - |
| dc.format.extent | 13265 bytes | - |
| dc.format.mimetype | application/pdf | en_US |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | text/plain | - |
| dc.language.iso | en_US | en_US |
| dc.rights (Rights) | 國立政治大學 | en_US |
| dc.title (題名) | 從對學生幫助的角度解析現有導師制及其改進策略 | zh_TW |
| dc.type (資料類型) | report | en |
