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The Relations among High School English Teachers' Teaching Style, Students' Learning Style and Satisfaction 林鴻文、謝智玲

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The Relations among High School English Teachers' Teaching Style, Students' Learning Style and Satisfaction

林鴻文、謝智玲

E-mail: 9607784@mail.dyu.edu.tw

ABSTRACT

The main purpose of this study was to explore English teachers’ teaching style, students’ learning style, and students’ learning satisfaction in high schools. The second purpose of this study was to investigate the relations among English teachers’ teaching style, students’ learning style, and students’ learning satisfaction in high schools. The third purpose of this study was to explore the interaction effect between the English teachers' teaching style and students' learning style on students' English learning satis-faction in high schools. Five hundred twenty eight students were selected from four junior high schools and two senior high schools by convenience sampling in Taiwan. The subjects were admin-istered by Teaching Style Scale, Learning Style Inventory, and Learning Satisfaction Scale. Frequency distribution, one-way ANOVA, product-moment correlation , and two-way ANOVA were used for the data analysis. The finding of this study are summarized as follows: 1. There was significantly difference in students

’ English learning satisfaction concern-ing grade level. 2. There were significantly positive correlations among all factors of English teachers’ teaching style and students’ learning satisfaction in high schools. 3. There were significantly differences in all factors of students’ English learning satis-faction concerning students’ learning style in high schools. 4. The interaction effect between the English teachers' teaching style and students' learning style on students' English learning satisfaction in high schools was signifi-cant.

Based on the findings, the related suggestions were provided for English teach-ers ,schools, and administrations of education.

Keywords : teaching style ; learning style ; learning satisfaction

Table of Contents

中文摘要   iii 英文摘要   iv

誌謝辭    vi 內容目錄   vii

表目錄    ix 圖目錄    xiii

第一章  緒論 vii   第一節  研究動機 1

  第二節  研究目的 3   第三節  研究問題 4  

 第四節  研究假設 4   第五節  名詞釋義 5 第二

章  文獻探討 7   第一節  教學風格的內涵 7   第

二節  學習風格的內涵 20   第三節  學習滿意度的內涵 33 第三章

  研究設計與實施 45   第一節  研究架構 45   第

二節  研究對象 47   第三節  研究工具 50   第

四節  實施程序 63   第五節  資料處理與分析 64 第四章

  研究結果 67   第一節  描述性統計 67   第

二節  不同背景變項的中學生所知覺的教師教學        風格、學生學習風格與學生學習滿意度的      

  差異情形 74   第三節  英語教師教學風格與中學生英語科學習滿       

 意度之關係 78   第四節  中學生學習風格類型與英語課程學習滿意        

度之差異 79   第五節  中學英語教師教學風格與中學生學習風格        在

學習滿意度上的交互作用 86 第五章  討論、結論與建議 99   第一節  討

論與結論 99   第二節  建議 113 參考文獻 

119 附錄A  預試問卷 128 附錄B  正

式問卷 133

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