小學導師在班級輔導之教育行動研究

The Action Research of Classroom Guidance

陳彥樺(Yen-Hua Chen)

《中正教育研究》 4卷1期 (2005/05) Pp. 99-120

https://doi.org/10.6357/CCES.200505.0099

摘要

我是小學班級導師，新接班級學生很難管教，上課干擾我教學，另有一學生上課不進教室在外流浪兼有攻擊、破壞行為。本想把這些孩子送到輔導室輔導，但義務當認輔老師，認輔別班抽離班級自然脈絡學生，有使不上力的困惑，因此計畫以行動研究，設計適合學童需求的活動，讓學生喜歡學習，我能教學順利，愉快。
本行動研究讓我體悟其實孩子要的不多，只要老師看到並照顧到他的需求，在脆弱、發脾氣或退縮時支持、鼓勵他，全然的賞識、肯定班級的每一個學童，難纏的學童也變成天使。本行動研究解決我的教育實務問題，這次教育行動研究對我而言是非常珍貴的。

關鍵字

行動研究 ； 國民小學 ； 導師 ； 班級輔導

並列摘要

I am a first grade homeroom teacher in a primary school. Some students were difficult to manage and they interrupted might my teaching. One student did not want to come to the class wandered around and damaged school property. Originally I wanted to send this student and others to the guidance office. However, I had volunteered to provide guidance to students. Therefore, I planned to do action research. I designed an activity that was suitable to the needs of students.
This action research allowed me to understand children's needs. The teacher should be able to take care of their needs and to provide support and encouragement. No matter what grades the child gets, the teacher has to accept him/her and give full appreciation and affirmation to each student in the class. In this way, even students who are difficult to be manages can become well behaved. Action research has solved some of my teaching problem.

並列關鍵字

action research ； elementary school ； mentor ； classroom guidance

參考文獻

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蔡清田(2000)。教育行動研究。台北:五南。

劉小菁譯、Glasser, W.著(2000)。每個學生都能成功。台北:張老師。