本研究旨在探討大學生在體育課師生互動行為之差異性，研究對象選取修習 銘傳大學大二及大三羽毛球課程之236名學生，採便利取樣進行問卷調查，並以 體育課程師生互動量表為研究工具，取橫斷面方式探究不同性別與成就別學生在 師生互動的表現，所得之資料以描述統計、t檢定及單因子變異數分析等方法進 行統計分析。研究結果發現：一、不同性別之學生在師生教學互動、同儕學習互 動及整體量表層面皆未達顯著差異（t值別為-0.82、-1.72、1.48,p>.05)。。二、 高成就學生（M=3.18)在同儕學習互動顯著優於低成就（M=2.98)學生（F=4.87, p<.05)；高成就學生（M=3.45)整體體育課程師生互動亦顯著優於低成就 (M=3.25)學生（F=5.58, p<.05)。在規律運動與終身學習前提下，教師應從知識傳 遞者，轉化為引導與對話，進而創造出課堂上的良性互動。

This paper aims to explore differences from teacher-student interactions in college physical education course. Convenience sampling questionnaire is conducted in the survey to a total of 236 junior and senior students who took badminton course from Ming Chuan University. The main study tool is the physical education teacher-student interaction chart. This paper also uses cross-sectional study to determine the performance from teacher-student interaction regarding genders and overachievers, achievers, and underachievers. Data analysis is made via descriptive statistics, t-test, and one way ANOVA. The initial outcomes indicate that there is no significant difference between male and female students in teacher-student interaction. Moreover, overachievers (M=3.18) are also significantly better than underachievers (M=2.93)(F=4.87, p<.05) in peer learning interaction. Overachievers (M=3.45) are also significantly better than underachievers (M=3.25)(F=5.58, p<.05) in interaction in overall teacher-student interaction performance. Under the premise of regular movement and lifelong learning, teachers should change their role from a knowledge transferor to a provider of guidance and dialogue, and then create a benign interaction in the classroom.