學校教師系統與行政系統互動之情緒地理探究－以推動資訊科技融入教學創新之歷程為例

學校推動創新課程與教學的方案過程中，對於教師所產生的情緒經驗經常忽略了隱涉其中的社會互動意義，而僅將其視為是其個人非理性的認知。本研究旨在從Hargreaves情緒地理觀點來探討教師和行政人員互動過程中，教師經歷親密或疏離的情緒經驗後，所衍生出與行政人員的親疏遠近之情緒距離。本研究以質化研究取徑，選取中部一所國民中學，透過其推動資訊科技融入教學創新之歷程，採以符號互動論之研究視角，微觀學校現場中教師系統與行政系統之社會互動情形，剖析個案學校中教師與行政人員互動歷程中建構出的情緒距離，獲致以下結論：一、行政系統「上對下的威權心態」所構成的社會文化距離；二、「行政績效與教學成效認知不同」所造成的道德距離；三、「行政系統與教學系統的權力不等」所衍生的政治距離；四、「專業自主的各自堅持」所產生的專業距離；五、「表層溝通媒介及形式化互動」所形成的物理距離。最後，依研究結果提出建議。

關鍵字

情緒理解；情緒地理；資訊科技融入教學創新

並列摘要

While promoting the innovative curriculum and teaching projects, teacher's emotional experiences tends to be regarded as irrational response and fails to be connected to social interaction meaning. The purpose of this study is to explore the emotional distance between teachers and administrators from the perspective of Hargreaves emotional geography. This research adopting qualitative research approach chose one junior high school to examine the innovative teaching process through information technology. Taking the perspective of symbolic interaction theory, this paper explores the social interaction between teachers' and administrative systems in micro-site schools. It also analyzes the emotional distance between teachers and administrators in investigated school. The research conclusions are as follows: firstly, the social and cultural distance are generated by the ＂up-to-down authoritarian mentality＂ of the administrative system; secondly, the distance of purpose is caused by the ＂different perceptions of administrative performance and teaching effectiveness＂; thirdly, the political distance is derived from ＂different powers in the administrative system and the teaching system＂; fourthly,. The professional distance is generated by ＂respective professional autonomy＂; fifthly, the physical distance is formed by superficial communication and interaction. Finally, recommendations are based on the findings of the study.