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題名:國中教師實施教訓輔合一課堂管教的策略與改進之研究
作者:李孟文
作者(外文):Lee, Meng-wen
校院名稱:國立臺灣師範大學
系所名稱:教育研究所
指導教授:李詠吟
學位類別:博士
出版日期:2002
主題關鍵詞:課堂管教班級經營輔導教學classroom disciplineclassroom managementguidanceinstruction
原始連結:連回原系統網址new window
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  • 點閱點閱:47
本研究旨在分析我國國中教師課堂管教的信念、作法與困境,以歸納教訓輔合一課堂管教的可行策略。故先以文獻探討了解當今流行的課堂管教理論及研究內容,再以質的研究法探討四所國中十二位教師的課堂管教經驗,藉由理論與實務的分析,建立教訓輔合一的課堂管教架構。
經對十二位國中教師的研究中,發現:(1)教師對課堂管教的定義隨年資逐漸明確,強調管教在使學生遵守規範,預防與矯正不當課堂行為;(2)課堂管教以糾正學生不專心的行為最多,教師最在乎者是授課不受到干擾;(3)影響課堂管教信念的主要因素為求學時的受教經驗,而面對時代轉變,部分教師並未能適當調整其管教信念;(4)重視預防性管教,其策略包含訓導、教學與輔導,但偏向以訓誡及懲罰方式矯正學生課堂不當行為,不重視學生自律能力的培養;(5)不滿意部分同仁在課堂管教上過於放任或過於嚴苛;(6)得到訓導處的支援較多,而輔導室的專業功能仍未發揮;(7)肯定多數家長的配合,但部分個案家庭造成教師極大的困擾;(8)對教育部相關政策不太注意,但部分教師樂見政策的推動。
最後,本研究分別就國中教師、學校行政、教育行政、師資培育及未來研究等五方面提出建議。
The purpose of this study was to analyze Taiwanese junior high teachers about their beliefs, methods and predicaments in classroom discipline so as to find out the practical strategies of the integrated model of instruction, discipline and guidance. First, this study reviewed contemporary literature about classroom discipline. And then, twelve junior high teachers in four schools were included in a qualitative research. Finally, through the analysis between theory and practice, an integrated model of instruction, discipline and guidance was established.
The findings include: (1) experienced teachers have clearer definition about classroom discipline, which emphasizes rule-obeying, improper behavior prevention and correction; (2) what teachers do most often in classroom discipline is to correct students’ distraction, and what teachers matter is not being interrupted while teaching; (3) the major factor that affects teachers’ classroom discipline beliefs is the experiences of their schooldays, and some teachers never move with the times; (4) teachers think highly of preventive discipline, which contains discipline, instruction and guidance strategies, but they tend to scold and punish students because they have done something wrong, and neglect to develop students’ self-control; (5) teachers are not satisfied with some colleagues’ laissez-fair or rigidity in class; (6) teachers get more support from students’ affair department than from guidance department; (7) teachers appreciate the cooperation of students’ parents, but there are still cases that trouble teachers; (8) teachers pay less attention to related policies implemented by Department of Education, but some teachers are positive about these policies.
In addition, this study gave some suggestions to junior high teachers, school administration, educational administration, teacher training and further studies.
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