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研究生:王漢銘
研究生(外文):Han-Ming Wang
論文名稱:學生知覺教師權力使用、教師溝通風格與學習者賦權關係-以技術校院傳播科系「專題製作」課程為例
論文名稱(外文):The Relationship among Teacher Power Use, Teacher Communication Style and Learner Empowerment in the Curriculum of Capstone Project for Communication Students at Universities and Colleges of Technology
指導教授:曾淑惠曾淑惠引用關係
口試委員:韓豐年劉駿州饒達欽李隆盛
口試日期:2012-06-22
學位類別:博士
校院名稱:國立臺北科技大學
系所名稱:技術及職業教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:中文
論文頁數:259
中文關鍵詞:教師權力使用教師溝通風格學習者賦權專題製作傳播教育
外文關鍵詞:teacher power useteacher communication stylelearner empowermentcapstone projectcommunication education
相關次數:
  • 被引用被引用:2
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  • 收藏至我的研究室書目清單書目收藏:4
本研究旨在探討學生知覺教師權力使用、教師溝通風格與學習者賦權之現況,以及教師權力使用、教師溝通風格和學習者賦權之關係。本研究以臺灣地區技術校院傳播科系100學年度曾修過「專題製作」課程的應屆畢業學生為調查對象,使用研究者自編之教師權力使用、教師溝通風格與學習者賦權等三份量表為研究工具,以叢集抽樣方法來進行問卷調查,並將問卷調查所回收的754份問卷,以平均數、標準差、多元逐步迴歸分析和結構方程模型等統計方法進行分析。根據統計分析結果,獲致之主要結論有:(1)學生知覺教師權力使用、教師溝通風格與學習者賦權之情形良好。(2)教師權力使用、教師溝通風格對學習者賦權具有不錯之預測力。(3)教師權力使用、教師溝通風格對學習者賦權間,以及教師權力使用對教師溝通風格間,均具有正向之影響關係。(4)以教師溝通風格為中介作用,教師權力使用對學習者賦權之模型,具有理想的適配度,教師權力使用可透過教師溝通風格對學習者賦權產生影響。

The purpose of this study is to investigate situations of teacher power use, teacher communication style and learner empowerment in the curriculum of capstone project for communication students at universities and colleges of technology, to explore their relationship, impact and to confirm the data fit in the model using a structural equation model.The method adopted in this study is survey research. Data were collected from the communication fresh graduates at universities and colleges of technology in Taiwan. The instrument of this research is the “ teacher power use, teacher communication style and learner empowerment in the curriculum of capstone project for communication students at universities and colleges of technology ” constructed by the author. By using statistical average, standard deviation, multiple stepwise regression and structural equation modeling, the researcher analyses 754 questionnaires. The main findings of this research are as follows. 1.Communication students'' perceptions on teacher power use, teacher communication style and learner empowerment are good. 2.Teacher power use, teacher communication style can be used to effectively predict the learner empowerment. 3.Teacher power use has positive effect on learner empowerment, teacher communication style has positive effect on learner empowerment, and teacher power use has positive effect on teacher communication style. 4.Teacher communication style as a mediator effect between teacher power use and learner empowerment demonstrated goodness-of-fit. Through teacher communication style, teacher power use has a positive impact on learner empowerment. According to the above conclusions, the researcher is to provide some suggestions for reference to the teachers and the other relative researchers in the future.

中文摘要 i
英文摘要 ii
目次 iv
表次 vi
圖次 viii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 13
第三節 名詞解釋 14
第四節 研究範圍 15
第五節 研究限制 17
第二章 文獻探討 18
第一節 傳播「專題製作」課程特性與實施 18
第二節 教師權力使用 31
第三節 教師溝通風格 55
第四節 學習者賦權 86
第五節 教師權力使用、教師溝通風格與學習者賦權之關係 104
第三章 研究設計與實施 118
第一節 研究架構 118
第二節 研究假設 119
第三節 研究對象與抽樣方法 120
第四節 研究工具 127
第五節 實施程序 143
第六節 資料處理 144
第四章 結果與討論 148
第一節 樣本基本屬性分析 148
第二節 教師權力使用、教師溝通風格與學習者賦權之現況 149
第三節 教師權力使用、教師溝通風格與學習者賦權之預測分析 157
第四節 教師權力使用、教師溝通風格與學習者賦權結構方程模型分析 165
第五章 結論與建議 188
第一節 主要發現 188
第二節 結論 193
第三節 建議 195
參考文獻 206
附錄 235
一、相關科系資料 235
二、專家審查問卷 240
三、預試問卷 252
四、正式問卷 256
五、作者簡介 259

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