師生教與學的互動是教育的核心。面對日益增多重返學校進修的成人學習者，教育者需了解這類學生的學習特性，以安排合適的教學活動。本研究目的在比較二技學制師生學習模式及對不同教學方法之看法，並探討學習模式與教學方法之關係。採橫斷式描述性研究設計，以Kolb學習型態量表及自擬之教學方法量表為研究工具，方便取樣對北部與中部三所技職院校之護理系二技師生進行調查。回收率教師為61%，學生為90%。結果發現學生以具體學習模式為主，教師以抽象學習模式居多。師生最喜好之教學方法為將上課內容聯結於以往經驗；最不喜歡的為講授課本內容和問答法。教師最常用與其最喜歡的教學方法不同；師生認為上課教師最常用的教學方法，也有顯著差異。學生最喜歡與認為授課中最常用教學方法也有顯著差異。概念觀察型態老師對文獻探討的喜好比具體觀察型和概念操作型的教師高。師生喜好之教學方法與學習模式特性之關係也與Kolb經驗學習理論所主張之學習情境相符。針對師生學習模式和對教學方法看法的差異，本文提出對研究、教學、行政三方面之建議。

Teaching and learning interaction is the core of education. More and more adult learners are able to return to school for further study. In order to plan proper teaching activity, educators need to know more about learning characteristics of the student. The purposes of this study were to explore the differences of learning modes and attitudes toward different teaching methods, as well as to examine the relationships between learning modes and teaching methods. A cross-sectional survey with structured questionnaires, including “Kolb Learning Style Inventory” and “Attitude Survey of Teaching Method,” which was developed by the researcher, were used. Data were collected from a convenience sample consisting of 392 nursing students and 36 instructors from three Institutes of Technology in northern as well as central Taiwan. The students’ response rates were 81% and 61% for the faculty. The research findings revealed that a majority of the students had concrete learning styles, while instructors had abstract styles. Teaching preferences between the faculty and students were similar with experiential learning listed favorably; and lecture and question and answer listed the most adversely. There was a significant difference between the teaching preferences of teachers and the methods actually used by instructor in class. Perception of the methods used the most often in classed showed significant differences between the faculty and students. Instructors who were assimilators preferred literature review more than did instructors who were divergers and accommodators. Relationships between learning modes and teaching preferences of teachers and students were similar to “learning environment” proposed in Kolb’s experiential learning theory. Implications of the differences among learning modes and perceptions of teaching methods between the faculty and student were proposed.