教育學程學生發展“班級經營”知能之行動研究

A Study of Learning Transfer for Vocational High Schools Preservice Teachers in Classroom Management Class

周春美(Chun-Mei Chou) ； 沈健華(Chien-Hus Shen)

《教育科學期刊》 3卷2期 (2003/12) Pp. 82-98

https://doi.org/10.6388/JES.200312.0082

摘要

本研究旨在探討教育學程學生班級經營知能的發展歷程與效果。為達此目的，本研究採用行動研究法，以雲林科技大學教育學程學生在89年至91年修習「班級經營」學生計52名為研究對象；採現場觀察及錄影、學習歷程檔案、課堂報告及問卷調查等方式搜集資料，並以關鍵事件分析法，分析及整理上述資料。本研究結論有三，分別是：
1.教育學程學生班級經營知能的發展歷程有「記憶」、「理解」、「分析」、「綜合」、「評價」等五個階段。
2.教育學程學生「班級經營」科目中，以對教師（導師）的角色與班級經營工作內涵的觀念改變最多。
3.教育學程學生修習「班級經營」科目之後，在「學生生涯選擇輔導」的項目中，效果增進最多。

關鍵字

師資培育 ； 班級經營 ； 專業成長

並列摘要

The purpose of this research was to explore the classroom management competencies required by preservice teachers in vocational high schools. To accomplish the purpose, action research was used in this study and the subjects of this study were 52 students who had taken classroom management class in Center of Teacher Education of National Yunlin University of Science & Technology. The data were obtained by means of classroom observation, videotape, students' portfolios and reports and questionnaire survey and then analyzed by critical incidents. Some conclusions were listed as follows
1. The cognition procedure that preservice teachers in vocational high schools developed classroom management competencies was divided into five stages. Technical classroom management competency was emphasized in the stage of memory and comprehension, and individual value clarification was mainly emphasized in the stage of analysis and synthesis. The evaluation stage was to establish the teacher's belief toward critical classroom management competencies by exploring the instruction belief of classroom management for discussing instructional goals, criticizing techniques and attitude, self-regulation and judging right and generalizing.
2 The classroom management course had positive effect on cognition of preservice teachers in vocational high schools. Videotaping the classroom decoration interviewing teachers and collecting information concerning career guidance were used in the classroom management course and findings indicated that the course improved preservice teachers' cognition and attitude concerning classroom management and created right beliefs of preservice teachers. The units of the curriculum that facilitated classroom management competencies mostly were career guidance for students, teacher's belief, rule establishment and parent-teacher interaction that findings and related researches indicated the importance of discipline management, teacher interaction and student guidance.

並列關鍵字

teacher education ； classroom management ； professional development

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