本研究旨在瞭解探討北部某C大學實施學生評鑑教師教學之現況，並探討大學生回答開放性問題對該課程的優點與建議，進行文字探勘分析。 本研究利用問卷調查，在期末課程結束前，利用上網方式，對該課程進行填答。問卷所得資料進行敘述統計、因素分析、信度分析、獨立樣本t檢定、單因子變異數分析、皮爾森相關、多元迴歸與R軟體進行詞彙權重、文字雲、主題模型和群集分析。本研究結論如下： 一、學生評鑑教師教學現況以教學態度感受程度最高。 二、問卷各題項以「教師教學態度認真負責，且授足所需授課之時數」平均分數最高。 三、回饋性建議肯定「教學目標明確」最高，最需改善「彈性調整教學內容」。 四、學生評鑑教師教學因學生年級和課程類別不同而有顯著差異。 五、學生評鑑教師教學成效與學習成績呈低相關，以「教學評量」有預測力。 六、重要詞彙與文字雲發現「教學」、「內容」、「喜歡」及「同學」共同詞彙。 七、各學院主題模型命名，主要有觀察，考試與教學內容。 八、各學院集群分析結果，學生重視教學內容、學習過程與收穫及考試。 根據上述結果提出建議，以供教育行政主管機關、教師及未來研究者之參考。 / The purpose of this study was to explore the current situation of t in the C university of North, and finding the strength and suggestion of the class to opening question used text mining. Before the class will be over , a questionnaire survey, using the internet, was used to gather personal information and the measurement applied in this research. The questionnaire is analyized by descriptive statistics analysis, independent t test, one-way ANOVA, Pearson correlation analysis, multiple regression, vocabulary weight, word cloud, topic model, and cluster analysis in R software. Conclusions obtained in this study are as in the followings: 1. The situation of student ratings of instruction scored over average on the effectiveness of teaching, with “teaching atttitude” the highest. 2.. The highest average scores of the items in the questionnaire were "serious and responsible teachers' teaching attitude and the number of hours required for teaching grants." 3. The feedback of suggestions is “The current of teaching objectives” and need to improve the “filxible adjustment of teaching content”. 4. The student ratings of instruction were vary significant in terms of student grade and course type. 5. Student ratings of instruction effectiveness and academic performance is low correlation, with "Teaching evaluation" predictive. 6. The findings on the important phrases and word clouds were “Teaching”, “Content”, “Likes”, and “Classmates”. 7. The naming of the theme model in each college is “Observation”, “Examination”, and “Teaching content”. 8. The results of cluster analysis each college were focused on “Teaching content”, “Learning process and gain”, and “Examination”. Based on the findings above, suggestions and recommendation were provided as a reference for educational administrators, and teachers, and as a guide for future research.