紐西蘭與臺灣國小教師班級經營的跨文化研究

A Cross-culture Study on the Belief, Act Strategies of Classroom Management between Teachers in Primary Schools Both in New Zealand and Taiwan

黃美齡(Michelle-Meiling Huang) ； 張景媛(Ching-Yuan Chang) ； 吳道愉(Tao-Yu Wu)

《慈濟大學教育研究學刊》 6期 (2010/07) Pp. 95-143

https://doi.org/10.6754/TCUJ.201007.0095

摘要

過去數十年來，越來越多的學者對於東方與西方文化在教育上的不同之處產生了興趣。研究的主題大多是東、西方文化對於學校教育特色的形成，以及對學生成就表現的探討。以往與教育相關的跨文化研究，多著重於歐、美和中國大陸、日本、韓國等國家的教育比較。近年來亞太地區在社會與經濟的迅速發展下，對於亞太地區的西方文化國家，如澳洲與紐西蘭等國的教育研究也越來越受重視。本研究的目的包含探討紐西蘭與臺灣的國小教師在班級經營所持有的信念，探究教師們在經營班級時所實施的策略與方式有何相同和相異之處。研究方法分別為半結構式訪談，非參與式教室觀察與文件分析等方式，訪談人數為紐西蘭與臺灣各10位國小教師。研究結果顯示兩國教師對班級經營所持有的信念並無太大的不同，但是在實施策略土則有不一樣的作法。兩地教師認為透過合適的教學與引導任何人都能被教育及感化。而在班級經營策略上，發現臺灣的教師則傾向在前半年的「威信」與「常規」的建立，事先明示教規，再以感化教育施行。而紐西蘭的教師較重視「自省」及「同理心」的教育。在初期的時候，對於發現學生的有不當行為時，教師會花很多的時間去找出原因，並告知學生該行為對同儕團體或身邊的同學帶來的困擾，藉以培養學生將心比心的同理心。

關鍵字

紐西蘭 ； 班級經營 ； 跨文化

並列摘要

In the last few decades, increasing numbers of researchers have expressed interest in looking into the differences between educational systems of the East and West. Many research themes have focused on how cultural differences affect the formation of schools and students' achievement, and current educational studies have concentrated on comparisons with Europe, the United States, Mainland China, Japan and Korea. Because of rapid social and economic expansion in the Asia Pacific area, educational researches of countries such as Australia and New Zealand are now attracting more attention. The purpose of this study is to investigate the beliefs, and practice strategies of classroom management among primary school teachers in New Zealand and Taiwan. Data were collected from 10 primary school teachers in each country. Methods included semi-structured interviews, non-participatory classroom observation and document analysis. Results indicate that teachers from both countries have similar educational beliefs; they believe that any child can be influenced and reformed through appropriate education methods and guidance. However, the study finds that teachers in Taiwan favor establishment of authority and regulations in the early stage of a semester, before introducing more reasoning or influencing techniques. New Zealand's teachers, on the other hand, value the forming of introspection and empathy within the child. They find out the cause of any misbehavior, and spend a longer time reasoning and giving explanations to the student to foster self-consciousness and the capacity to understand other's states of mind or emotions.

並列關鍵字

New Zealand ； classroom management ； cross-culture