Since joining Chung Yuan Christian University, I have actively engaged in various exchange programs and sharing sessions. Through these experiences, I have come to understand the importance of collecting student feedback and paying attention to their circumstances in order to adjust the pace of teaching while imparting professional knowledge. Therefore, in addition to relying on end-of-semester teaching evaluations to improve teaching quality, I have taken the initiative to design midterm questionnaires to gather students’ opinions on the midterm exam results, teaching methods, course difficulty, and classroom atmosphere. I encourage students to provide feedback to facilitate adjustments in teaching and progress, thus gaining immediate insight into students’ thoughts and areas for improvement. By incorporating this approach to modify my teaching, I have found that it effectively reduces the occurrence of issues raised by students in end-of-semester evaluations and provides valuable insights for comparison and reference.
I believe that as a teacher, my value lies in leading by example and encouraging students to persevere and create a brighter future for themselves. Therefore, seeing my students actively engage in learning and effectively apply the knowledge they have acquired to enhance themselves and contribute to society brings me the greatest joy. In conclusion, I firmly believe that “the true success of a teacher lies in the success of their students” and I am committed to continuous learning and improvement on the path of teaching.
進入中原擔任教職以來，藉由參與普仁小集、工學電資讀書小組以及美國Spring Arbor University英語教學研習之交流分享，讓我瞭解在傳授學生專業知識時，應該收集學生意見與注意學生情況來調整授課進度。因此，除開藉由學校期末教學評鑑回饋來改進教學品質之外，我亦自行參考相關研究，自行設計期中問卷來收集同學對於期中考試結果、教學方式、授課難度以及教室上課氛圍的看法，鼓勵學生將意見回饋給老師，以利調整教學和進度，進而即時掌握學生的想法以及需要改善的項目。採用這樣方式修正教學後，發現有效減少了同學於期末評鑑內反應問題的情況，並可與期末教學評鑑結果做出比較參考。