營造親師生三贏局面的班級經營策略

Classroom Management Strategies of Establishing a Win-win Result for Teachers, Students, and Parents

張德銳(Der-Ray Chang) ； 吳明芳(Ming-Fang Wu)

《課程與教學》 3卷2期 (2000/04) Pp. 33-45+152

https://doi.org/10.6384/CIQ.200004.0033

摘要

本文從三位老師班級經營實例做分析探討，一位成功的老師首先本身宜培養與學生期望相近的特質，讓學生樂於接近。接著創造師生情感交流的機會，增進師生感情，再輔以適度期望、適度增強、有效能的溝通技巧，如此才能經營出亦師亦友的師生關係。至於在營造支持性、合作的同儕關係上，教師應了解學生的次級文化，引導其正向發展。同時在教學上以合作學習方式建立積極互助的同儕關係，並運用一些教學活動來凝聚班級向心力。最後在和諧、互助的親師關係的建立上，教師應讓家長感受到他對孩子的用心與努力。且讓家長知道教師隨時敞開雙臂歡迎他走入教室，為了孩子的成長而盡力。然後以組織化的班親會舉辦各種親、師、生活動，來強化親、師、生關係。如此一來，親、師、生關係在教師用心的經營下自然緊密地結合在一起。

關鍵字

班級經營 ； 班級經營策略

並列摘要

This paper attempts to identify the strategies that will yield the best teaching and learning results in elementary classrooms. Three cases of classroom activities were examined and then three dimensions of classroom management strategies are proposed. The first dimension of classroom management strategies is that a teacher should act not only as a teacher but also as a friend. Teachers should make efforts to establish a good relationship with students and become the students' most likable friend. In addition, teachers should give the students appropriate expectations and reinforcements. However, all these strategies can only be achieved by the most effective communication skills. The second dimension is that a teacher should help develop cooperative, supportive peer relationships among students. To nurture and maintain the relationships, teachers should design some common activities for students. Finally, teachers should develop and maintain a good relationship with parents. Teachers should inform parents of efforts to educate their children. Teachers should make parents feel welcome to visit the classroom. Teachers also can organize teacher-parent associations to provide educatonal and leisure activities for parents and students.

並列關鍵字

classroom management ； classroom management strategies

參考文獻

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