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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/4639

    Title: 用心傾聽一段永不停止的關係-一位大學傑出教師與學生關係之敘說;Narrating the Endless Relationship between an Excellent Faculty and Students
    Authors: 陳雅雯;Ya-wen Chen
    Contributors: 學習與教學研究所
    Keywords: 專家教師;敘說探究;師生關係;教師信念;Teacher’s belief;Narrative research;Excellent teachers;Relationship between mentors and students
    Date: 2008-05-29
    Issue Date: 2009-09-22 09:28:59 (UTC+8)
    Publisher: 國立中央大學圖書館
    Abstract: 摘要 本研究採用質性研究的敘說探究來敘說一位任教於研究型大學且獲得傑出優良教師的生命故事,研究對象為中央大學英文系郭章瑞老師。此故事由研究者與一位大學教師共同敘說而成,這段敘說的旅程,研究者的角色隨著時間逐漸改變,研究對象的角色亦從研究者的心中漸漸轉變。也因兩者的轉變,以及彼此的信賴感讓他成為研究者敘說出隱藏內心以久的故事,這些故事將研究者及研究對象的關係更拉近了一些。 對研究者而言,原本他是一位既陌生,距離又遙遠的大學教師,因此,該如何開始進行研究,是研究者在本研究中的困難之處。除此,研究者在敘說的旅途上,亦面臨因面對陌生的大學教師及大學生們而產生的不安及恐懼。在極度不安之中,透過研究者用心傾聽及本身之敘說,兩者共同建構出生命中新的意義,亦從敘說的旅程中成長、蛻變。 這一段關於傑出優良教師與學生關係建立的故事,從研究者與大學教師的遠距離開始,重新看一位大學教師,面臨研究與教學的壓力,他與學生之間有什麼令人感動的故事?他的求學歷程又是如何影響現在的教學呢?雖在研究初期以他人敘說為主要故事主軸,但歷經研究者與研究對象兩者共同對話後,在故事接近尾聲前,放進了研究者的敘說故事,因此,本論文結合他人敘說及自我敘說兩種方式書寫。讀完故事後,希望讀者亦能因這段真心對話的故事而達到共鳴,結束敘說旅程,留在心中的是,敘說的精神。 Abstract The narrative inquiry in this study was used to narrate a life story of the academic university faculty who got the Award of Excellent Teacher for several times. The participant of this study is Professor Chang-Jui Kuo — a teacher of the Department of English in National Central University. The stories were narrated by the researcher and the university teacher together. And the story was also told by way of the approach of others’ articulating narration and self articulating narration. At the beginning, the distance between us was rather far away. Therefore, it is difficult for me to do the research. Besides, I was also afraid of facing the university teacher and his students whom I was unfamiliar with. Through our narratives and listening attentively to each other, we constructed the new meaning of our lives we had experienced. However, how many touching stories were there among them? What affected his present teaching? At the beginning, the principal axis of the story is to narrate how the mentor interacted with his students. But I also put my narrative story in the end of the story. During the narrative journey, beside I myself changed as time goes by, his image also changed within my heart gradually. Finally, due to the reliability between us, I told him some stories hidden for long time in my heart. Therefore, these stories made our relationship much closer. Finally, I hope the readers can arouse consonance when they read the sincere story. I hereby temporarily stopped my narrative traveling with him, but the spirit of narrative will always exist in my heart.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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