教學是一種溝通傳達的歷程，教師溝通能力在教學中扮演著重要的角色。本研究在於探求教師的溝通能力對於國中學生自然科學習上的影響、以及影響的方式。
本研究將教師的教學溝通能力解析分成：「引起動機」、「結構清晰」、「加強訊息」、「雙向互動」以及「教師態度」五大項，而學生的學習狀態則以「專心度」、「理解度」與「興趣度」三個面向來觀察，採取問卷調查及學生晤談的方式，試圖從學生的觀點去評量教師的溝通能力及了解學生學習狀況。
研究結果顯示，教師的教學溝通能力對學生學習確實具有影響；「引起動機」將對學生「專心度」和「興趣度」影響最大，其次是「結構清晰」、「加強訊息」兩因素亦然。而在教師各種溝通技巧中，又以教師的「幽默感」、「解說清晰度」為最重要。

Because teaching is a process of communication, the ability of commnication plays an important role in it. Therefore, the major purpose of this study is to discuss whether the teacher's communicative competence is influe-ntial to high school students on physical sciences and to figure out how the communicative competence influences.

In this study I classify the teacher's communicative competence into five groups: "Prompting motivation", "clarifying the structure of the context", "strengthen message", "bilateral interaction" and "the attitude of teacher". In addition, the learning condition of student s also observed on three dimensions: "concentration", "understanding" and "interest". We can criticize the teacher's communicative competence from students' viewpoint and underst and the students' learning condition by questionnaires and interviews with students.

The study is proved that the teacher's communicative competence truly influences the students' learning condition. Especially "prompting motivation" influences "concentration" and "interest" most, then "clarifying the structure of the context" and "strengthen message "come second. Besides,"humor" and"explaining clearly" are most important at the teacher's communicative skills

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