- 期刊
攜手帶班：國民中小學教師協同班級經營之研究
Manage Our Class Together: A Study of Cooperation on Classroom Management of Primary and Middle School Teachers
摘要
教師合作互動措施多半聚焦在教學層面，關於班級經營層面的教師合作關係相對缺乏深入的探究。本研究探討協同班級經營此一新概念與作法，透過問卷調查蒐集國民中小學教師意見資料。協同班級經營包含：支持與支援、解惑與成長、資源與經濟三類，以及13種事項，教師均給予頗高的評價，五點量尺中平均數分別為4.31、4.13、3.89，75%的教師肯定協同班級經營具有情緒支持、截長補短、專業增能、支援照應、經濟共享等優點效益，但也有23%的教師認為可能有形成不當小團體的缺點，並且受到不易建立意識、突破意願、尋覓夥伴等限制，部分教師對協同班級經營仍有誤解，須予以釐清。此外，約半數教師自認已有若干間接、非直接介入班務運作的協同班級經營實踐經驗，並有潛在協同對象，未來多半有意願主動尋找背景相同或相似的少數夥伴教師嘗試協同班級經營。依據研究發現，建議教育界建立、認識並推廣協同班級經營此一新概念，並鼓勵教師夥伴選擇若干協同班級經營可能事項，漸進式的實作試驗，提高彼此的班級經營效能，並實徵驗證其成效。此外，鑑於職場領域性與職場友誼對教師是否願意或能否實踐協同班級經營具有根本且重要的影響，建議學校應營造較為開放與和諧的組織環境、氣氛與教師同事關係，以利教師更樂於發展協同班級經營。
並列摘要
Most of the teachers' cooperation and interaction practices focused on teaching; and the research on the cooperative relationship between teachers at the level of classroom management was relatively insufficient. This study explored a new conception and practice called cooperation on classroom management (CCM). The opinions of primary and middle school teachers were collected through a questionnaire survey. There were 3 dimensions of CCM: assistance and support, de-confusion and professional growth, resource share and economy (the means on a five-point scale were 4.31, 4.13, and 3.89), and 13 practices. 75% of teachers gave high value to these dimensions and practices, and affirmed that CCM had emotional support, taking advantage of others to make up for one's own shortcomings, professional empowerment, mutual care for each other's classes, sharing economy, and other advantages or benefits. However, 23% of teachers pointed out that there were inappropriate cliques potentially and were limited by the difficulty of establishing awareness and willingness, and finding partners. Some teachers had misunderstandings about CCM which must be clearly explained to them. In addition, half of the teachers believed that they had some CCM practical experience that was non-directly involved in other teachers' classroom management, and had potential partners. Most teachers were willing to actively seek out a few partners with the same or similar backgrounds to try CCM in the future. According to the study findings, it was suggested that educational researchers and practitioners establish, understand and promote CCM as a new concept of classroom management, and encourage teachers with the same intentions and ideas to choose some items of CCM, and try to carry out a gradual practical experiment, in order to improve each other's class management efficiency, and to verify its effectiveness. In addition, because there have been fundamental and important impacts on teachers' willingness or ability to practice CCM, it is recommended that school supervisors should create a more open and harmonious organizational environment, atmosphere and relationship with teachers and colleagues, so that teachers are more willing to practice CCM.
參考文獻
延伸閱讀
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