頁籤選單縮合
題 名 | 教室安靜的潛在教育學之研究--以一間六年級開放教室為例=A Study of Hidden Pedagogy of Classroom Quiet in an Open Classroom of Sixth Grade |
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作 者 | 柯禧慧; | 書刊名 | 國民教育研究集刊. 臺南師院 |
卷 期 | 6 2000.06[民89.06] |
頁 次 | 頁265-302 |
分類號 | 526.1 |
關鍵詞 | 教室安靜; 學生吵鬧聲; 潛在教育學; 開放教室; 實地理論; Classroom quiet; Noise; Hidden pedagogy; Open classroom; Grounded theory; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在瞭解,一間六年級開放教室中「教室安靜等於教室控制」是 否成為潛在教育學的核心,然後更進一步的分析潛在教育學的來源對教師保持教 室安靜觀點及策略所產生的影響,並且深入探討其中的教育意涵。為了達到本研 究目的,研究者乃採用質化的方法,進行探究。研究結果有以下幾點發現: 1.殷老師保持教室安靜的觀點是以學生學習利益為首要考量,但仍不能完全拋 棄他人對自己能力評鑑的包袱。 2.殷老師保持教室安靜的策略以放任策略為主,權威、民主、專業技術、聯合 策略為輔。 3.在外人進入教室時,殷老師會進一步思考所用策略的適切性。 4.殷老師保持教室安靜的策略以矯正層面為主,而且偏向於低技巧的策略。 5.在殷老師沒有對學生吵鬧聲進行任何處理的時候,「學習活動的動靜程度」、 「教室主控者建立在共識下的權威性」、「教材內容的吸引力」、「學生忙碌的 程度」等四個因素影響著學生吵鬧聲的大小。 6.從學生吵鬧聲中流露出正負兩面的訊息。 7.殷老師所使用的保持教室安靜策略,對學生吵鬧聲頗有影響性,而成功的關 鍵在於「師生間對教師的權威產生了共識」、「能夠吸引學生的注意力」、「讓 學生有事可忙」、「態度明確而堅定」。 8.「教室安靜等於教室控制」的潛在教育學核心並不存在於六年甲班這間開放 教室中。 9.殷老師在實施開放教育的環境脈絡中,追求專業自主的空間,突破教室經驗 其它層面的限制。10.殷老師獨特的人格特質是突破限制的最大動力。11.從研究 結果思索出的八大教育意涵。 |
英文摘要 | The purpose of this study is to understand whether "classroom quiet isequivalent to classroom control" will become the core of hidden pedagogy inopen classroom. Then the further analyses what impact the source of hiddenpedagogy on strategies and views of teacher is for keeping classroom quiet. Andinquire the educational meanings of the conclusion. This study used thequalitative research in an sixth grade open classroom. According to the dataanalyzed from six-five sections, the findings are as follow: 1.The view of Mr. Yin to keep classroom quiet was for the advantages of students' learning. 2.The main strategies of Mr. Yin for keeping classroom quiet were drift strategies, authority strategies, democratic strategies, professional technique strategies, and combined strategies. 3.Mr. Yin would consider the proper for the strategies he had used more carefully while the other persons were entering his classroom. 4.The main strategies Mr. Yin had used for keeping classroom quiet were tendency toward correction and low techniques. 5.When Mr. Yin didn't interfere were four factors affect the volume of the noise of students:"the dynamic degree of learning actives", "the authority of the controller in the classroom under common consensus with students", "the attraction of the learning material", and "the degree of the busyness of the students". 6.1t showed positive and negative messages from the noise of the students. 7.What strategies Mr. Yin used for keeping chassroom quiet had affected on the noise of the students, and the crucial factors of success were: "the authority of the controller in the classroom under common consensus with students", "the attraction of the learning material", "the degree of the busyness of the students", and "the explicitness and firmness of the teacher's attitude". 8.The core of hidden pedagogy that "classroom quiet is equivalent to classroom control" didn't exist in the open classroom. 9.Mr. Yin could bread the limit of classroom experience to seek for the power of professional autonomy in the context he engaged in open education. 10.The biggest power for Mr. Yin to break the limit of classroom experience was his personality. 11.It drew 8 educational meanings from the conclusion of this study. Four recommendations for educational policy, and other schools, teacherswere also suggested. |
本系統中英文摘要資訊取自各篇刊載內容。