在財經法律系，學生普遍重視自律與規則的遵守。他們注重行為的細節，這種自我要求，不僅有助於減少在課堂或與師長互動時的認知分歧，亦讓學生得以專注於專業知識的探討。透過系統性的訓練，學生逐步提升邏輯思維能力，為他們未來的升學與人生決策打下堅實基礎。
若要形容林映均老師與學生的互動，他更傾向於將自己定位為引導者。面對學生的困難與需求，他不僅提供成熟的觀點與建議，尊重每位學生的背景與選擇，讓他們在自主學習中獲得成長。
站在學生角度理解與關懷
作為導師，林老師深信，除了提供規範與建議，更重要的是能夠站在學生的角度，去理解他們的需求與困境。與學生互動時，他會仔細斟酌時機，思考何時與他們交流最為適宜。林老師認為，掌握適當的時機與情境，不僅有助於提升師生間的互動質量，也能更有效地解決學生的問題，幫助他們找到適合自己的發展路徑。
此外，林老師強調，與學生建立雙向信任是維持良好師生關係的關鍵。他透過了解學生的生活節奏、學業壓力以及當下的挑戰，選擇最適當的方式來與他們溝通。這種關懷不僅讓關係更加穩固，也使得師生間的交流更加深入且富有成效，從而為學生的成長提供支持。
透過活動凝聚班級與促進成長
林老師透過聚會活動增進班級凝聚力。有一次，學生們在聚餐時開玩笑說：「老師，我們這週就靠這一頓了！」原來，這頓聚餐是學生在打工薪水用盡後，難得的一次放鬆。這樣的聚會不僅讓學生得以釋放壓力，也在輕鬆愉快的氛圍中拉近了師生之間的距離。
在導師時間的安排上，林老師也特別注重學生的未來發展。第一次，他會邀請系友或專業講師舉辦專題講座，例如邀請少年法院工作的系友來分享職業經驗；第二次則是開放式交流，讓學生提出自己的問題和想法，不僅促進班級團結，也為他們的職涯規劃提供實質建議。
保持陪伴並持續注入動力
對林老師而言，保持心態平衡是面對生活與工作的重要關鍵。他將每位學生的需求視為個別案例，根據原則進行處理，同時不斷反思與改進教學方式與互動模式。當感到成就感下降時，他會向同事或其他教育背景的朋友尋求支持，從中汲取經驗，找到新的解決方案，這樣的過程促使他不斷進步。
除了教學熱情，林老師也強調「興趣」的力量。對他而言，研究的熱情是支撐他在教學上投入的動力，這種平衡使他能夠在教學與研究中保持持久的熱忱。
林老師期許學生在大學期間找到屬於自己的平衡，無論在人際關係、學業或面對未來挑戰上。他提醒學生，人生是自己的，不應僅為了滿足他人的期待，而應該了解自己真正想要的生活，並在大學階段為這個理想一步步鋪路。
In the Department of Financial and Economic Law, students generally place great importance on self-discipline and adherence to rules. They pay close attention to the details of their behavior, and this self-demanding attitude not only helps minimize cognitive dissonance during class or interactions with instructors, but also allows students to focus on the exploration of professional knowledge. Through systematic training, students gradually enhance their logical thinking skills, laying a solid foundation for their future academic pursuits and life decisions.
If one were to describe Professor Lin Ying-Chun’s interactions with students, he prefers to position himself as a guide. When faced with students’ difficulties and needs, he not only offers mature perspectives and advice but also respects each student’s background and choices, allowing them to grow through independent learning.
Understanding and Empathy from the Student’s Perspective
As a mentor, Professor Lin firmly believes that beyond offering guidelines and suggestions, it is even more crucial to understand students’ needs and challenges from their perspective. When interacting with students, he carefully considers the timing, thinking about when it is most appropriate to engage with them. Professor Lin believes that grasping the right timing and context not only enhances the quality of teacher-student interactions but also helps solve students’ problems more effectively, guiding them to find the development path that suits them best.
Additionally, Professor Lin emphasizes that establishing mutual trust with students is key to maintaining a good teacher-student relationship. By understanding students’ life rhythms, academic pressures, and current challenges, he chooses the most appropriate ways to communicate with them. This care not only strengthens the relationship but also makes the interactions more profound and productive, providing support for the students’ growth.
Fostering Class Cohesion and Promoting Growth through Activities
Professor Lin enhances class cohesion through gatherings and activities. On one occasion, during a dinner gathering, students joked, “Professor, we’re relying on this meal to get us through the week!” It turned out that this meal was a rare opportunity for relaxation after the students had exhausted their part-time job earnings. These gatherings not only allow students to relieve stress but also bring teachers and students closer together in a relaxed and joyful atmosphere.
When it comes to mentor time, Professor Lin places special emphasis on students’ future development. In the first session, he invites alumni or professional speakers to give special lectures, such as inviting an alumnus working at the Juvenile Court to share their professional experience. The second session is an open discussion, where students can raise their own questions and thoughts, not only fostering class unity but also providing practical advice for their career planning.
Staying Present and Continuously Providing Motivation
For Professor Lin, maintaining mental balance is key to handling both life and work. He treats each student’s need as an individual case, addressing them based on principles while continuously reflecting and improving his teaching methods and interaction styles. When his sense of accomplishment diminishes, he seeks support from colleagues or friends with educational backgrounds, drawing on their experiences to find new solutions, a process that drives his continuous improvement.
In addition to his passion for teaching, Professor Lin also emphasizes the power of “interest.” For him, the passion for research is the driving force behind his dedication to teaching, and this balance enables him to maintain lasting enthusiasm in both teaching and research.
Professor Lin hopes that during their university years, students can find their own balance, whether in relationships, academics, or facing future challenges. He reminds students that life belongs to themselves, and they should not simply live to meet others’ expectations but should instead understand the life they truly want and pave the way for this ideal step by step during their university years.
