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題名 | 干擾性學生在教室內之師生互動分析=The Analysis of Teacher-Student Interaction Patterns in Classrooms for Disruptive Students |
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作者姓名(中文) | 陳錦織; | 書刊名 | 特殊教育研究學刊 |
卷期 | 28 民94.03 |
頁次 | 頁1-23 |
分類號 | 529.5 |
關鍵詞 | 干擾性行為; 師生互動; 序列分析; 互動分析; Disruptive dehavior; Teacher-student interaction; Lag sequential analysis; Interaction analysis; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討干擾性學生在教室內之師生互動。研究對象為四名就讀臺北市國小三到六年級具有干擾性行為或其他嚴重行為問題的學童。主要由教室中自然觀察的資料,以序列分析探討干擾性學生師生互動型態與歷程,並用質的描述性資料說明學生連續不順從行為對師生互動的影響。本研究結果顯示大部分教室內師生互動為中性互動。然而,教師和學生間的正向和負向行為也有顯著的互動型態。在二個行為序列方面,教師激發行為-學生後續反應的分析發現,案例一學生易順從教師正向/負向指令和正向/負向結果。而案例二、三和四學生易不順從教師正向/負向指令和負向結果。學生激發行為-教師後續反應的分析發現,學生順從後多跟隨教師正向指令,很少老師(除案例一教師)使用正向結果。同樣的,學生不順從後多出現教師正向指令,而負向指令/負向結果則較少。在三個行為序列方面,四組案例學生順從的前事刺激和結果均為教師正向指令;而學生不順從的前事刺激和結果亦為教師正向指令(除案例二)。另外,案例二、三和四學生不順從的前事刺激和結果也出現教師負向指令和負向結果。就連續不順從行為而言,案例二、三和四學生易出現連續不順從的現象,這說明師生互動中可能的負增強機制。 根據上述研究結果,本研究對未來教學實務有幾點建議,包括使用有效教室管理技巧促進正向互動;在行為矯正過程中預防學生連續不順從的行為;以序列分析評估學生問題行為以提供有效的行為諮詢。 |
英文摘要 | The main purpose of this study was to analyze teacher-student interaction patterns in classrooms for disruptive students. The teacher-student interactions of four third- to sixth-grade students who exhibited high rates of disruptive behavior or other serious behavior problems were observed in natural settings. The teacher-student interactions were mainly analyzed using lag sequential analysis to evaluate relative probabilities of interaction patterns. Qualitative data was then used to describe the influence of ongoing student noncompliance on teacher-student interaction. Results revealed that most classroom interactions were neutral. However, there were significant interaction patterns between teachers' and students' positive and negative behaviors. Based on two-event sequences, for the teacher initiated behavior- student subsequent response, the findings indicated that student 1 was likely to be compliant following teacher positive or negative commands and positive or negative consequences. The other students were likely to be noncompliant following teacher positive or negative commands and negative consequence. For the student initiated behavior- teacher subsequent response, student compliance was followed by teacher positive command and teachers (except teacher) rarely followed student compliance with positive consequence. Likewise, student noncompliance was likely to be followed by teacher positive command or less negative command/negative consequence. Based on three-event sequences, significant antecedent and consequence related to students' compliance behavior were teacher positive commands. Significant antecedents and consequences related to student's noncompliance were also teacher positive commands except student 2. Also, student 2, 3, and 4's noncompliance were significantly preceded and followed by teacher negative command and negative consequences. For ongoing noncompliance, student 1, 2, and 3 were more likely to noncomply with teacher's command continually which suggested possible mechanisms of negative reinforcement in teacher-student interactions. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。