本研究旨在探討大學教師和學生對卓越教學的認知概況及差異情形。研究對象為教育部技職校院南區區域教學資源中心學校的教師543人、學生696人。研究者以自編「大學師生卓越教學認知調查問卷」為工具，邀請教師和學生評估43項教學行為對卓越教學的重要程度，藉以瞭解師生對於卓越教學的看法。本研究歷時一年，所蒐集資料採用描述統計及t考驗加以處理，結果發現：技職校院教師和學生對於卓越教學行為均具有高度的重視。整體而言，教師和學生對於卓越教學認知有所差異。在43項卓越教學行為中，教師和學生共同較為重視的有：公平的對待每一位學生、激發學生的學習興趣、清楚的講授課程內容等3項，而教師和學生共同較少重視的有：邀請學生共同規畫課程、安排學生相互評量或自我評量、課程內容重視社會正義的議題、運用多元方式評量學習成果、詳細說明評量標準和方式、適切的安排作業活動及份量，以及表達對學生高度的期望等7項。根據研究結果，本研究建議大學校院重視教師和學生卓越教學認知的差異，並提高對學習評量的重視程度。未來可以擴大研究對象範圍、嘗試質性研究方法，以及編製卓越教學參考指引及評量表。

The purpose of this study was to explore the teachers’ and students’ perceptions of excellent teaching and samples were 543 teachers and 696 students in colleges and universities of technology in southern Taiwan. The data were collected by “The Questionnaire of Perceptions of Excellent Teaching” to assess the viewpoints of the teachers and students to excellent teaching. The study lasted for a year, and the data were analyzed through descriptive statistics and t test. The findings were as following: The teachers’ and students’ perceptions of excellent teaching were in high level. Overall, teachers’ and students’ perceptions of excellent teaching were different. The teachers and students valued 3 items more, including treating every student fairly, stimulating learning interests, lecturing clearly. The teachers and students valued 7 items less, where were planning curriculum with students, peer-assessing and self-assessing, emphasizing social justice issues in contents,using multiple methods assessing learning outcomes, detailed assessment criteria and methods, appropriate tasks activities , and expressing higher expectation. Based on the findings, this study provided several recommendations for teaching practices and future research as a reference.