頁籤選單縮合
題 名 | 國民小學教師對班級常規觀點之質化研究 |
---|---|
作 者 | 孫敏芝; | 書刊名 | 屏東師院學報 |
卷 期 | 8 1995.06[民84.06] |
頁 次 | 頁43-69 |
分類號 | 523.3737 |
關鍵詞 | 教師觀點; 班級常規; 質化研究; Teacher perspectives; Classroom control; Qualitative research; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究採用質的研究法探討一所國民小學教師對班級常規及其相關因素的看法,研究結果發現,教師們認為: 一、良好的常規是教師的責任,常規良好的班級具有上課安靜、專心聽講、遵守規矩等特質。 二、適度的體罰有其必要性,只要不造成學生身心傷害,應該允許教師使用, 因為它具有立竿見影及嚇阻的效果。 三、教師觀點有務實的傾向,強調在現實的班級管理情境下,只有可行有效的做法易於被接納。 四、教師們重視家長與學校合作的程度、是否尊重教師專業知識、是否有正確的管教態度等。 五、教師從行為及學習兩方面來定義學生,好學生是有聽話、服從和尊重教師權威等守規矩的行為。 本研究認為,探討教師們對班級常規和學習主體的詮釋,有助於了解教師實際的管教方式。 |
英文摘要 | A qualitative research was conducted in a primary school where data from observations, in-depth interviews and documents were collected during a one-year period. This study finds that teachers take quiet orderliness, regimented group and docile pupils' busy on task as the baseline for recognizing whether or not discipline exists. Secondly, corporal punishment is justified in terms of its instant impact in bringing about greater order. Thirdly, the appeals to practical visions of what is feasible under the given circumstances are the hallmark of teachers' assumptions about discipline. Fourthly, generated from this research, there are four features of the role the parents play in affecting childern's behaviour and disciplinary processes. Fifthly, in perceiving good pupils, teachers are likely to have a notion of behavioural standards against which the judgement of who fails to comply with this standard can be made. By detecting the perspectives of teachers we can gain a better understanding of why they control pupils in a particular way. |
本系統中英文摘要資訊取自各篇刊載內容。