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題名:美國與台灣小學教師教學師生互動個案研究--權力的觀點
作者:李智威
作者(外文):Li, Chih-Wei
校院名稱:國立暨南國際大學
系所名稱:國際文教與比較教育學系
指導教授:鍾宜興
學位類別:博士
出版日期:2012
主題關鍵詞:小學權力教學比較elementary schoolFoucaultteachingpowercomparative education
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論文名稱:美國與台灣小學教師教學師生互動個案研究—權力的觀點
校 院 系:國立暨南國際大學教育學院國際文教與比較教育學系 頁數:206
畢業時間:101年7月  學 位 別:博士
研 究 生:李智威  指導教授:鍾宜興
論文摘要:
本研究擬從美國與台灣各選擇一所小學校教師教學進行個案分析比較研究。在分析架構與研究方法上,依據Foucault的權力理論並運用觀察與比較的方法,探究在不同社會文化脈絡之下,教學過程師生互動之中的權力關係與規訓作用有何特色與差異。據此,本研究的目的如下:
一、探討權力在教師教學過程中的運作方式。
二、分析美國小學教師教學過程中權力的展現方式與規訓作用。
三、分析台灣小學教師教學過程中權力的展現方式與規訓作用。
四、比較美國與台灣小學教師教學權力展現與規訓作用的異同。
五、歸納美國與台灣小學教師教學權力展現與規訓作用的特色,及對教學情境
中師生的意義。
在分析架構上,本研究擬觀察分析兩國的小學個案教室教學過程的時間規訓、空間規訓,以及教學規訓等三個層面。探討教學時間規畫、空間配置以及教學常規管理與教學策略等對於學生所產生的規訓作用。依據本研究觀察記錄,發現教師教學過程中權力運作與規訓策略始終存在,然而展現方式則會因為國家文化脈絡而出現相當大的差異。大致來說,美國的小學個案教師的權力展現較不明顯,師生在教學過程中均擁有較大的自主性;台灣的小學個案教師則運用較多的規訓策略,促使學生的言行合乎教師的期待,以達成規範化的作用。
在結論上,本研究發現權力關係與規訓作用均存在於兩國的小學個案教師教學過程中,權力與規訓作用出現明顯的差異;深究此二者的展現方式,與其國家教育制度特性有密切的關係。儘管權力作用與規訓策略在不同國家制度下以不同的方式呈現,但規範化作用的本質依舊相當類似。日後若針對教師教學相關議題進行研究時,可就研究主題、研究方法與研究對象進行更廣泛深入的分析討論。
關鍵字:小學、教學、權力、比較。
Title of Thesis:The Case Study of Teacher-Student interaction in Teaching in
Elementary School between American and Taiwan: The Perspective of Power.
Name of Institute:Department of International and Comparative Education,
College of Education, National Chi Nan University. Pages:206
Graduation Time:07/12 Degree Conferred:Doctor
Student Name:Chih-Wei, Li Advisor Name:Yi-Sing, Chung
Abstract:
The attempt of this thesis was set to understand how power exercises in teacher-student interaction in teaching, the Foucault`s theory about power and discipline was adapted to analyze everyday teaching practice in elementary schools. Two cases in USA and Taiwan were examined respectively. The following purposes were hoped to achieve:
1.To point out how power operates in teaching.
2.To analyze the way of exercising power and discipline in elementary schools between USA and Taiwan.
In doing so, this study adapts four research methods: classroom observation, interview, document analysis, and comparative study. According to Foucault` theory of power, teachers` teaching was deconstructed in three parts: discipline of time, discipline of space, and discipline of teaching. In USA, the teacher took power and discipline tactics in an obscure way, and put more attention on steps of teaching. In this case, both teacher and students have more subject. However, because of the affection of social context, the teacher in Taiwan took these tactics obviously, and the teacher focused on discipline and normalization. In Taiwan, both teacher and students are disciplined by national education system and laws.
Based on the observation mentioned above, there were three key points in conclusion:
1.Power always exists in teaching.
2.The way of exercising power is embedded the social context of the country.
3.Even though the way of exercising power in two contexts is different, but the nature of power in these two cases are similar.
Key words:elementary school, teaching, Foucault, power, comparative education
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