本研究目的在於探討師生互動之間的關係,進而建構婦女的學習型態,期能落實成人婦女教育的教育權. 本土推動的婦女教育是以民間婦女團體為主, 因此研究者選擇台北市婦女權益促進會為研究樣本, 以它所施行的社區婦女人才訓練班為研究對象,探討婦女的學習特性.研究者採用參與觀察法,隨著現場所觀察的現象,歸納出三個分析焦點:分別是(一)婦女教育活動參與者所表現的學習需求;(二)在教育活動中,婦女所展現的學習特性;(三)如何提升婦女的教育參與. 本社區婦女人才訓練班的研究結果發現:第一,婦女的學習需求具有多面向以及流動特性.因此研究者將學習需求依其核心特質分成三類: 社交型,求知型和貢獻社會型.由整體的學習情況來看, 家庭主婦,30-50歲之間的婦女結業率最高,自由工作者和部份家庭主婦的課堂參與度比較高.本課程設計是以求知型和貢獻社會型為主,但是參與者的學習需求大多是社交型. 第二,婦女的學習特性可分為婦女的學習環境和學習型態. 在學習環境方面,本訓練班的桌椅安排,場地選擇及位置區位等環境設備是不利於婦女學習的.但是其師資教學風格偏向"女性化"照顧傾向的交談方式,即注意學生的反應,支持學生的談話,並且給予立即正面的回饋,則有利於婦女的學習. 在學習型態方面,研究者參考女性認識論和女性在教室的溝通特性之研究,觀察本訓練班的學習情況,建構出三種婦女的學習型態:沉默傾聽型,被動回應型和自主型.沉默傾聽型,被動回應型和自主型是婦女的學習特性,至於主動提問,挑戰老師的觀點則不多見. 第三,研究者分別從婦女的學習需求,學習環境和學習型態來探討如何提升婦女的教育參與,使其成為一個賦予權力(empower)的學習者.在婦女的學習需求方面,必須針對需求層面和內涵作更仔細的劃分,依其不同的需要作不同的安排.在婦女學習環境方面,社區型的婦女中心,固定的老師,書面的教材輔助, 活動取向的課程設計,強調人際互動等等,皆是有利於婦女的教育參與. 在婦女的學習型態方面,老師必須正視學習過程中"性別"的影響因素,了解婦女學習者的心態和偏好的學習方法,並且針對"沉默型","被動回應型"和"自主型",找出適合這些學習型態的教學策略. 本研究僅對婦女的學習現象作一個初步的探討, 對於未來想從事婦女學習研究的人,研究者就研究方法,研究方向和研究限制分享心得感想. 研究方法是以參與觀察法為主,但主要分析受限於觀察對象和研究者本身的視野,因此以錄音帶所記錄的師生對話為主,忽略了許多非語言的訊息. 研究方向是以課室互動為主,未觸及學習者參與之前的心態及參與之後的行動和改變.在研究限制方面,分析婦女與學習的情形除了從性別的角度外,還可以從社會文化結構,婦女組成的特性,資料蒐集的方法,最後資料的彙整和建構其意義,以及研究者主觀意識等層面來分析.

The objective of this research is to ascertain women's right in educationby discussing women's learning habits and their teacher-student relationship at class.Today, many women education programs are promoted by private organizations in Taiwan.So,researcher chose Taipei Women's Right Association'straining class in Taipei community. From researcher's observation of this class, there are three issues need to be addressed. 1.Participant's learning needs in women education. 2.Women's Learning characteristics at education program. 3.Ways to encourage women to participate in education. 1.Participant's learning needs in women education. Women's learning needs are multiple and movable. Their learning needs depend upon their motivation of learning. Researcher defined these needs into three areas: social, knowledge, and contribution to society. When looking at overalllearning distribution, homemaker, age among 30-50, is most likely to complete the program. Also, free-lancers and homemakers have the highest participation rate at class. This class is designed to satisfy student's knowledge and contribution needs. However, many students came mainly for their social needs. 2.Women's learning characteristics at education programs. Women's learning enironment and learning style will be discussed here.First,kearning environment. The class equipment, such as chair and table arrangement and apace design, is not helpful for women to learn. However,the teacher styleis very encouranging for women. In the class, teachers give students positive feedback, encourage them to talk, and are attentive to student's reaction.These factors stimulate women's desire to learn. Second, learning style. Base on researcher's class observation and her ownknowledge of women women's learning style can be categorized into the followingthree types silent listener, passive reactor, and proactive learner.Most women belong to silent listener and passive reactor group.Proactive learners are very rare. 3.Way to encourage women to participate in education. In order to make women become an empowerment learner,researcher suggests totake actions in the following area: Women's learning needs: find out participant's detail needs in learning and design programs in according to their learning needs. Women's learning environment: set a women community center, keep teacherssteady,provide paper teaching aids;do excises at class; and stress on socialinteraction. Women's learning style:being considerate to learner's sex difference,understand women's learning attitude and methods; and find out right teachingstrategy for silent listeners and passive reactors.In terms of research limitation,there are some more ways of looking at women's learning habits besides sez characteristics. For example, analyze women'slearning habits by their culture structure, characteristics among group of women, data gathering ,data final recommendation, and researcher's personal perception,and etc.