A Study of Teacher-Student Interaction for Autonomy of Teacher Supporting and Student Learning

• Main Authors: Yen-Chao Chen, 陳燕昭
• Other Authors: 歐陽惠華
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/68504470442314317009

碩士 === 健行科技大學 === 企業管理系碩士班 === 103 === The impact of education reform motivates educators to propose various education strategies. This qualitative study was taken to identify the relationship between teacher’s autonomy support and students’ autonomous learning under four teacher-student interaction models based on different level of teacher’s influence and proximity including high Influence with high proximity, high influence with low proximity, low Influence with high proximity and low influence with low proximity. The findings of the present study revealed that the teacher’s autonomy support had a great impact on students’ autonomy performance in choices of learning method and strategies. On the other hand, students’ autonomy performance also had influence on teacher’s autonomy support, particularly in learning to problem, response to question and providing choices. In addition, teacher’s autonomy support in providing choices had positive effect upon all aspects of students’ autonomy performance. Furthermore, the model of teacher-student interaction with teacher’s low influence and high proximity has highest-impact on students’ autonomous learning. On the contrary, teacher’s low influence and high proximity has lowest-impact. In order to create the teacher’s autonomy support atmosphere, educators are recommended to adopt the model of teacher-student interaction with teacher’s low influence and high proximity. Students’ autonomy performance will therefore develop.