國中國文專家教師班級經營策略之研究

A Study on the Classroom Management Strategies of Junior High School Expert Chinese Teachers

陳怡璇

指導教授 ： 王秀玲

國立臺灣師範大學/教育學院/教育學系/碩士(2012年)

摘要

本研究旨在探討國中國文專家教師的班級經營策略。主要研究目的有三：一為探討國中國文專家教師班級經營之理念，二為研析國中國文專家教師班級經營策略之運用，第三則是了解國中國文專家教師班級經營之優勢與特色。
　　本研究採質性研究法，研究對象為四位國中國文專家教師。過程中採用訪談及文件分析法蒐集資料，搭配錄音、現場記錄，進行現場資料蒐集與分析。根據文獻探討、研究發現與討論，獲致研究結論如下：

壹、國中國文專家教師的班級經營理念為「導引學生有好的人格和生活習慣」，並且「重視閱讀興趣和習慣的養成」，而理念成為經營班級的指引，特別能在班級課程與教學經營之中加以實踐。
貳、國中國文專家教師在班級行政經營、班級課程與教學經營、班級常規輔導經營、班級環境經營、班級人際關係經營、班級親師溝通經營及教師自我經營之策略運用中，大部分具有相似性。
參、綜觀國中國文專家教師班級經營策略之運用，國中國文專家教師能在「班級課程與教學經營」、「班級常規輔導經營」和「班級人際關係經營」之中，進行聯繫與整合。
肆、國中國文專家教師能善加利用「教學節數多」、「利於人格養成之學科屬性」，以及「擅長述說」等優勢，做好班級的經營，並且在班級經營之中擁有特色。
　　最後，根據研究結果，對於國中國文教師之班級經營，從國中國文教師、師資培育機構，以及未來研究等三個面向，提供具體之建議。

關鍵字

專家教師 ； 班級經營策略

並列摘要

This study aims to investigate the classroom management strategies of junior high school expert Chinese teachers. The objectives are: (1) to explore the classroom management ideas of junior high school expert Chinese teachers; (2) to investigate how junior high school expert Chinese teachers carry out their classroom management strategies; (3) to understand the advantages and characteristics of junior high school expert Chinese teachers’ classroom management.
This study adopted a qualitative research method. The participants of this research were four junior high school expert Chinese teachers. Data were collected through in-depth interviews and documentary analysis, supplemented by voice recording and on-site descriptions. Based on literature review, data analysis and discussions, the findings of this study are summarized below:

1.The classroom management ideas of junior high school expert Chinese teachers are “to guide students to have a good personality and habits” and “ to cultivate students’ reading interests and habits.” These ideas are the guidelines that expert teachers practiced throughout the curriculum and teaching management.
2.The classroom management strategies of junior high school expert Chinese teachers share similarities in the management of classroom administration, curriculum and teaching, routine counseling, classroom environment, students’ interpersonal relationship and parent-teacher communications. Expert teachers also use similar self-management strategies.
3.Junior high school expert Chinese teachers are able to connect and integrate the management of “curriculum and teaching,” “routine counseling,” and “students’ interpersonal relationship” properly with each other.
4.In terms of classroom management, junior high school expert Chinese teachers make good use of several advantages. First, the Chinese class is scheduled to have more sessions weekly, so teachers have more time to manage their class. Second, the subject area has the property to help students develop a good personality. Also, expert teachers are skilled in describing. These characteristics distinguish the classroom management strategies of junior high school expert Chinese teachers with teachers from other disciplines.

Finally, based on the findings, suggestions for junior high school Chinese teachers, teacher education institutes and future studies are provided.

並列關鍵字

expert teachers ； classroom management strategies

參考文獻

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