| Summary: | 碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系在職進修碩士班 === 94 === The purpose of the research was to construct an effective strategy for implementing the tutorial system at National Taiwan Normal University, whose students came from diverse backgrounds. The major research questions included:
(A) How has the collegiate tutorial system evolved over the years and what are its related studies?
(B) What are the major theories concerning college students’ learning and development and what are their pedagogical applications?
(C) What is the status quo of the implementation of the tutorial system in NTNU?
(D) What are NTNU students’ experiences with and perceptions about the tutorial system?
(E) What are the urgent needs of NTNU students regarding tutorial consultation?
(F) What strategy is most effective for implementing the NTNU tutorial system in view of the diverse backgrounds of the students and their different consultation needs and experiences?
This research was conducted by way of a comprehensive survey. Data were collected through a self-developed questionnaire, “Survey of the Consulting Needs of NTNU students”, were distributed among groups of NTNU students who had been admitted through different channels: the college entrance exam system; the recommendation system for the gifted and those with outstanding sports performances; the admissions system for overseas Chinese students, students from Hong Kong and Macau, as well as foreign students; and the system designed specifically for the physically and mentally challenged students.
The sampling included 868 students and the subjects range from freshmen to seniors who had been officially enrolled in the spring semester of the 2004 academic year. Face,content validity were established by a field test, and a panel of experts. Reliability was established by test-retest formal study. Data had been dealed with the frequency distribution,the cross analysis, and the test-retest reliabily contingency coefficient at .60~.99. The major findings of the present research are summarized as follows:
(A) Students’ experiences with the tutorial system
The way how the tutorial is conducted and how often tutorials are held is mainly decided by both tutors and students. Tutorials are mostly conducted in the form of private interview, group meeting, activities, and class meeting, and are held 1 ~ 3 times each semester. To the students, their most natural interaction with tutors occurs in the small talk after class. When a tutor needs to inform students of a specific message, he or she usually asks one student to pass it on. A homeroom student, however, usually goes to the tutor in person.
(B) Students’ perceptions about the tutorial system
The primary purpose of the tutorial system is to provide students with guidelines in career orientation and planning. The priority of the system is to facilitate smooth communication between tutors and students, which can be best achieved through private or group meetings. A tutor must understand and respect students. A majority of students favor the counseling-based “functional tutorial system” and prefer to be randomly assigned by the university to groups of 11 ~ 20 people when receiving consultation.
(C) Students’ needs for tutorial consultation
Students’ most urgent needs are for the tutorial system to help them to resolve problems in academic learning, to deal with psychological stress, and to plan for life and career. Tutors are expected to actively show their concern toward the students and to demonstrate their willingness to be friends with them. During meetings, students prefer to talk about topics related to their studies, learning and career planning. They eagerly look forward to tutors’ willingness to render assistance when turning to them for help. Overseas students particularly hope tutors can sympathize with and provide special assistance to their language problems, while physically and mentally challenged students hope tutors would pay special attention to their unique needs.
The following are the conclusions of the present research: First of all, students’ overall needs fall on “learning” and “career planning”. Second, there is still room for improvement regarding the interaction between tutors and students. Third, the tutorial system must take into account the different tutorial needs from the students with such diverse backgrounds. Fourth, there is an urgent need to restructure the tutorial system to suit students’ consultation needs. Last but not least, several practical suggestions are proposed regarding the tutorial system for the authorities and personnel on policy-making, instruction, administration, student affairs, student counseling, tutor counseling, as well as for student bodies. Directions for future research on the tutorial system are also suggested.
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