- 期刊
國中導師管教行動與學生回應之研究
The Research on Mentor Teacher's Disciplinary Action and the Student's Reaction in Junior High School
摘要
我國的導師制度有助於陶冶學生的品行，本研究目的即在了解國中導師管教行動、權力來源及其關係，與影響學生對管教行動回應的服從動機及其內外控之對應關係。研究方法分兩部分進行，第一部份為來自台北市立兩所國中的導師與其導師班學生，各16位。第二部分選取兩位來自不同台北市國中的特殊優良導師，以及其帶領的兩班級各選取學生16位。研究方法採用觀察法、訪談法及文件分析，研究對象共計導師18位及學生48位。研究發現導師在管教上的權力從強制性到影響性，分別為強制權、期許權及魅力權，從權力所衍生的管教行動，分別為懲罰與獎勵、說理以及貼近與感召。所對應的學生服從動機懲罰與獎勵為外在、說理介於外在與投入之間，貼近為投入，感召為自身。其中自身的控制來源為自主，其他皆為外控。
並列摘要
The mentor teacher system in Taiwan' education is responsible to student's moral development. The purpose of this research is to figure out Taiwan's junior high school's mentor teachers' important discipline actions and their power orientations, students' motivations of compliancy to all actions, and inner or outer control of the motivations.The research consists of two parts. The first part conducted individual interview with 16 mentor teachers and 16 students of their classes in pairs. The second part selected two teachers who were awarded the Taipei's Excellent Mentor Teachers and students of their classes. The research methods were individually interview with two mentor teachers and their 32 students, observation of the two classrooms and document analysis. The research found discipline actions were punishment and praise oriented from force power, explanation oriented from prospect power, close and call oriented from charm authority. The correspondent reactions of compliant motivation are external, between external and introjected, introjected and intrinsic in order respectively. Only intrinsic is inner control.