在高等教育評鑑實務逐漸轉變為重視學生學習成效的今日，卓越的學校教學品質已成為高等教育機構的關鍵策略及各國高等教育改革的訴求重點，以提供學生所需之必要與創新的教與學活動。本研究首先透過文獻探討來瞭解教學品質的意義及Kano 二維品質模式；其次，運用Kano 二維品質模式來探討S科技大學教學品質，分析個案學校教學品質要素所具有的品質屬性而進行歸類，並瞭解不同背景變項之學生對品質屬性歸類的差異性；再次，藉由結合Kano 二維品質改良模式與重要性－滿意度模式，探討學校教學品質的改善策略；最後，依據研究結果提出具體的建議，提供學校實務及後續研究評估教學品質之參考依據。

While evaluation practice of higher education gradually emphasizes students' learning outcomes, universities must focus on excellent teaching quality to provide students the necessary and innovative teaching and learning activities, since teaching quality is the key strategy in higher education institutions and the emphasis of educational reform in the world. This study first explored teaching quality and Kano's two-dimensional quality model by documentary analysis. Second, the study applied the Kano model to classify teaching quality elements into five quality attributes, and analyzed students' different classifications for teaching quality elements in S University of Technology. Third, combining a refined Kano model and IS model, the study investigated strategies of teaching quality improvement. Last, according to research conclusions, the study provided suggestions for management practices in S University of Technology and future researches for assessing teaching quality.