Comparisons of Adult Teaching Style Among On-The-Job Undergraduate Program Instructors

• Main Authors: Shiou Mei Wu, 吳秀梅
• Other Authors: Hui Chuan Wei
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/04802115509600342407

碩士 === 國立中正大學 === 成人及繼續教育研究所 === 90 === The purposes of this study were to understand：〈1〉the prime teaching style of on-the-job undergraduate program，〈2〉the gender difference of these adult teachers，〈3〉the influence of diverse courses on the teaching style，and〈4〉to provide the results for research or individuals while confronting adult students. After analyzing the data, the adult teaching style of on-the-job undergraduate program was divided into three clusters : student-centered style, compromised style , and teacher-centered style. The results indicated that : 1. Most of the instructors favored the compromised style on the teaching styles. 2. There was no significant difference between male and female instrctors. 3. The teaching styles were significant different in the diverse courses. The instructors in foreign language and Philosophy tended to choose the teacher-centered style. The instructors in physical education, daily life knowledge, Chinese literature, and art tended to choose the compromised style. 4.The method of discussion was seldom used in teaching process. 5.Most of the instructors tended to evaluate the performance of adult students by teacher-centered style. According to the results, the researcher suggested: 1.The adult students should participate in the decision of program process: 〈1〉Teachers should allow adult students to discuss the teaching goals and to make decision together. 〈2〉Students could choose the unit subject in which they were interesting. 〈3〉The rate of progress should be matched with the degree of these learners. 2. Discussion was a good teaching style for the on-the-job undergraduate students. 3. The adult students should participation in the evaluation process: 〈1〉Instructor and students discussed the evaluation item together. 〈2〉They had to confirm the standard of evaluation. 〈3〉Recognize the percentage of evaluated scale from teacher and students. 〈4〉Allowed adult students themselves to assign homework under instructor’s direction.