國中學生詮釋導師管教行動現象之研究

Investigation of Students' Interpretation of Advisors' Disciplinary Action in Junior High Schools

李逢堅(James Feng-Chien Lee)

《中等教育》 58卷5期 (2007/10) Pp. 92-107

https://doi.org/10.6249/SE.2007.58.5.05

摘要

我國導師制度是學校教育的特色，本研究目的即在探究國中導師與學生長期管教互動中，學生詮釋導師管教行動之特性以及影響詮釋結果的中介變數。
本研究選取兩位曾榮獲臺北市特殊優良教師國中導師類之導師及其帶領的兩班級為研究對象。研究方法採用非參與觀察、訪談法及文件分析，訪談對象即為導師兩位及其班級32位學生，文件分析包含黑板、聯絡簿及其他書面記錄。
研究發現，詮釋特性可分三方面，導師方面為對自己的親身性與對同學的補充性管教行動。師生互動方面為行動發生機會的全面性、回饋學生行為的對應性，及行動本身的權變性。學生方面為比較其他管教行動的相對性，基於個人背景的脈絡性，及觀察導師行動與詮釋結果是否一致的檢證性加以詮釋。詮釋現象中存在中介變數影響學生詮釋結果，分為三方面，學生方面為學生的行為，導師方面為導師的管教行動，師生互動方面為師生距離。研究最後提出導師管教及後續研究之建議。

關鍵字

管教 ； 導師 ； 國中

並列摘要

The advising system is a characteristic of Taiwan's education. Advisors and their students usually undergo a three-year period of disciplinary interaction in junior high schools. Students spontaneously interpret teacher's disciplinary action. Based on this background, this study had two purposes: to explore the features of students' interpretation of their advisor's disciplinary actions, and to explore the mediate variables that affect these interpretations. The research methods included non-participatory observation, individual interviews, and document analysis. The research subjects were two student advisors, both of whom were named ”excellent teachers” in junior high schools using the advising system in Taipei, and their students. Interviews were conducted with the two advisors and 32 students from their classes. According to the results, students interpreted their teachers' disciplinary action from three perspectives. From the perspective of advisors this action was both ”in-person” (messages from teachers' disciplinary action gave direction to students) and ”supplied” (messages to classmates were supplemental). From the perspective of teacher-student interaction, it is ”whole”, in which action happens frequently everywhere, corresponds to students' behavior, and fluctuates, the various feedback on action. From the perspective of student it is ”comparative”, comparing teacher's action with themselves and classmates; ”contextual”, interpreting from their own background, and ”verified”, verifying teacher's action and their interpretation results. The mediate variables influenced the students' interpretation, and the results consisted of three areas: teacher's disciplinary action, teacher-student distance, and student's behavior.

並列關鍵字

mentor teacher ； disciplinary action ； junior high school

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