從全人教育課程觀點探究高中實施正向管教指標之建構

Constructing Indicators of Positive Discipline with a Perspective of Holistic Educational Curriculum

郭怡立(Yi-Lih Guo)

《中等教育》 62卷1期 (2011/03) Pp. 72-91

https://doi.org/10.6249/SE.2011.62.1.05

摘要

本研究旨在建構高中實施全人教育課程觀點的正向管教指標，並依此結果，提供各高中及教育行政機關促進「全人教育課程觀點的正向管教」的推行。本研究方法是採德懷術(Delphi)和層級分析法(AHP)這兩階段的問卷調查實施，研究發現：
一、經由權重排序，正向管教指標分生活適應(37.7%)、潛在課程(34%)、生命開展(17.3%)、生態活絡(10.8%)四個構面，共19個指標。
二、整體階層指標間，最重要的前七名分別為：多元參與的親職課程、楷模學習的服務課程、陶冶性情的藝術課程、培養責任的幹部制度、激勵包容的競賽活動、適性活力的社團課程、公平合理的獎懲制度。
此外，有兩點建議：
1.各校可依自身需求，彈性選擇增強個別學校所需的構面及指標。
2.所有學校皆應鼓勵家長投入親職教育課程以促進正向管教。

關鍵字

全人教育 ； 正向管教 ； 階層分析法

並列摘要

The purpose of the study was to construct the indicators of positive discipline with a perspective of holistic educational curriculum and to promote the practice development of positive discipline for senior high schools as well as educational administrative authorities. The method of the study was adopted with two phases of questionnaires by ”Delphi” and ”AHP”.
Principal findings:
1. There were 4 dimensions and 19 indicators; the weight and order of these 4 dimensions were as follows: (1) life adjustments：37.7%; (2) hidden curriculum: 34%; (3) development of life: 17.3%; (4) dynamic environment: 10.8%.
2. Among the indicators, the top seven ones of the most importance were respectively ”multiple participation in parenting programs”, ”learning model and service course.”, ”character building in art course”, ”responsibility of the cadres training system”, ”encouragement of inclusive contest”, ”adaptive dynamic community programs”, ”fair and reasonable reward and punishment system”.
In addition, two suggestions were as follows:
1. Every school could choose elastically the dimensions and indicators needed according to what they wanted.
2. Schools should offer a variety of parent education programs to meet the positive discipline.

並列關鍵字

holistic education ； positive discipline ； AHP

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