An Exploration of the Supervision Relationship within University’s Graduate Institutes —The Perspectives from Critical Pedagogy

• Main Authors: WANG XUE, 王雪
• Other Authors: LI FENG RU
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/k57z98

碩士 === 國立中正大學 === 教育學研究所 === 107 === An Exploration of the Supervision Relationship within University’s Graduate Institutes —The Perspectives from Critical Pedagogy Abstract This study is originated in the focuses on the relationship between professors and graduate students in graduate institutes. This study tries to explore whether there is unequal relationship between professors and graduate students in institutes and analyzes from “classroom teaching”, “thesis supervision” and “daily life” by interviewing graduate students and professors in Taiwan and mainland China, accompanied by participatory observing “classroom teaching” in a Taiwan’s university, and employs critical pedagogy as a theoretical framework. This study adopts depth interview and participant observation as main research methods. The conclusions drawn from this study are as follows: (1) In mainland China, the graduate institutes’ classroom teaching, “bald and boring” become the synonym of it. The professors say that it’s upon to your willing to come to class, while students express that what they said are all wrong and the atmosphere of the class is depressive. Though the class form has changed, the internal class still maintains the same, and sitting around in the class just stay on the surface that doesn’t solve any problems. In Taiwan, the graduate institutes’ classroom teaching, professors pay much attention to teacher-student’s interaction and dialogue. Professors are both graduate students’ mentors and friends. Students learn to think critically and reflect deeply. The rooted reasons for the above-mentioned findings are: firstly, different educational system exerts different influence on the interactive relationship between professors and students in the class; secondly, there are different understanding and reconstruction of the traditional relationship between teachers and students in professors’ minds of Taiwan and mainland China; thirdly, in the undergraduate level, the classroom teaching in Taiwan and mainland China is both partial to adopt direct telling model, however in the graduate level in Taiwan, it appears that professors mostly adopt methods such as problem-posing and discussion. (2) For thesis supervision, in mainland China’s graduate institutes, the guiding relationship between graduate students and professors is unidirectionally based on the reputation of the professor and the students’ interest is seldom put into consideration. The major relationship becomes a threat of “no graduation”, while the thesis should be completed in students’ self-conscious manner. Rather, in Taiwan, the thesis supervising relationship can be chosen bidirectionally by professors and students. The thesis supervision can be one of assistance, guidance and urging. The rooted reasons for the above-mentioned are: firstly, at the beginning of the establishment of supervision relationship, there is an unequal relationship in the difference of students’ right to select their professors in Taiwan and mainland China; secondly, during the thesis supervision, different traits of professors also influence the students’ decision-making. (3) Regarding with daily life, in mainland China’s institutes, there is rare contact between professors and students. The graduate students should learn to bear up the loneliness and cannot disregard of professors’ high-intensive work. The professor regard students as cheap labor force. While in Taiwan, there is no sense of far distance. Professors are even like students’ fathers or mothers. Students have many chances to contact with professors and professors are willing to care for and contact with students. The rooted reasons for the findings are: firstly, the students and professors in mainland China cannot get rid of elite education and culture reproduction; secondly, influenced by multi-cultures, the students and professors in Taiwan can treat each equally and respect each’s differences. Key words: graduate institutes, the supervision relationship, critical pedagogy, Taiwan, China