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題名 | 屏東縣忠孝國小班規及例行活動程序建立情形之調查研究=A Survey Study of Classroom Rules and Routine Procedures Establishment in an Elementary School |
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作者 | 張秀敏; Chang, Shu-min; |
期刊 | 屏東師院學報 |
出版日期 | 19960600 |
卷期 | 9 1996.06[民85.06] |
頁次 | 頁63-96 |
分類號 | 523.3737 |
語文 | chi |
關鍵詞 | 班級經營; 國民小學; 班規; 例行活動程序; Classroom management; Elementary school; Classroom rule; Classroom routine procedure; |
中文摘要 | 本研究之主要目的在了解屏東縣忠孝國民小學班規和例行活程序建立情形,並根據有關文獻加以討論、分析與評判,俾供國小老師建立班規和例行活動程序之參考。本研究係採用問卷調查法,調查該校六十二位級任老師,結果得到以下幾個重要發現: 1.多數老師的班規訂得算合適,但嫌狹隘或偏頗,也有不少老師訂得不恰當。 可能老師們不曉得什麼是班規,所以訂得不是很好。 2.一至六年級的班規訂得很雷同,以學業上和道德上的班規訂得最多,其他類別則很少。 3.雖然多數老師認同建立班規的重要,但還有為數不少的老師不認為有何必要或效用。 4.對於何時修訂班規,由誰決定班規、如何教導班規,多數老師的作法頗正確。 5.對於班規的執行與獎懲的實施不是很理想,有待改進。 6.多數老師認同例行活動程序建立的重要,可惜為數不少的老師執行不澈底。 7.國小老師對例行活動程序的規定不是很周詳。因此,筆者將所有老師的意見加以歸納整理。希望這些例行活動程序的資料,對國小老師有所幫助。 8.國內有關班規和例行活動程序之建立之文獻及研究很少,有待加強研究。 9.教室管理技巧或方法幾乎都是老師自己摸索或請教別人得來的,很少是從修課中學到。 10.只有少數老師對自己的教室管理很滿意,可見教室管理要做好,並不容易。 總之,多數老師都認同班規和例行活動程序建立的重要,但班規和例行活動程序建立的過程,國內可供參考之資料很少,國小老師都靠自己摸索或請教別人,所以班規和例行活動程序的建立,不是很得法。 針對以上重要發現,筆者對師資培育機構,對國民小學及日後的研究提出若干建議: 1.師資培育機構應有更多人力投入班級經營領域之研究。 2.辦理班級經營研習或開設班級經營課程,應將「班規和例行活動程序的建立與維持」列為研習內容之一。 3.各班級訂定的班規,最好能互相研討,希望各班都能訂定有功能、合理、可行的班規,而且各年級的班規不要一再重覆。 4.各年級老師或各校對於國小常見的例行活動,最好能共同研討訂出完成各項活動的程序,對於初任教師或新來的老師訓練學生的例行活動程序,會有很大的幫助。 |
英文摘要 | The research purpose is to investigate current status of classroom rules (C/R) and routine procedures (R/P) establishment at Chung-Hsiao Elementary School in Pingtung city. The survey results are thoroughly discussed, analyzed and appraised by related literatures and theories. They are good for teachers' references of establishing C/R and R/P. From surveying sixty four class teachers, the author has got several important findings 1. Most teachers set up C/R properly, but slightly trivial and biased. Some still do it quite improperly, maybe they don't know what is C/R. 2. Most rules are related to study and morality aspects, very few others. 3. Though most teschers affirm the importance of establishing C/R, a great portion of teachers still think it not necessary and not effective. 4. Most teachers do rather well regarding to when to revise, who to decide, and how to teach C/R. 5. The C/R execution and the implementation of praise and punishment aren't in an ideal status. It need more further improvements. 6. Most teachers affirm the importance of establishing R/P, still there are some can't execute it thoroughly. 7. Normally elementary schoel teachers are unable to set up R/P effectively or completely, so, the author" compiles and summarizes all teachers' opinions on R/P for mutual reference. 8. Domestic literatures related to establishment of C/R and R/P are qrite few. We do need more systematic researches. 9. Most teachers say their skills and methods of classroom management (C/M) are got from practical experiences. 10. Only few teachers are very satisfied with their C/M. That means C/M isn't an easy task. In general, most teachers recognize the importance of C/R and R/P establishment, but commonly they aren't done adequately and properly, since available materials are quite short and most teachers learn alone or ask others' helps. Basing on above-mentioned findings, the author has offered several valuable suggestions described below to teacher colleges and elementary schools' 1. Request teacher colleges to invest more manpower to proceed systematic researches on C/M field. 2. When hold workshop or offer course of C/M, the establishment and maintenance of C/R and R/P should be assigned as key content. 3. Mutual discussions are necessary during drawing up C/R. Every class should draw up a funtionable, reasonable and practicable C/R and should avoid repeat among different grades. 4. Teachers of each grade and school authorities had better draw up effective procedures of common activities. It will be very helpful to beginning teachers or teacher transfers. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。