新北市國中教師班級經營策略與新住民學生學習成就之相關研究

本研究旨在探討新北市國中教師班級經營策略與新住民學生學習成就之相關研究。本研究主要的目的有：一、瞭解新北市國中教師班級經營策略與新住民學生學習成就之現況。二、瞭解新北市國中教師班級經營策略與新住民學生學習成就之差異情形。三、探究新北市國中教師班級經營策略與新住民學生學習成就之相關情形。四、分析新北市國中教師班級經營策略對新住民學生學習成就之預測力。五、提出具體建議，作為新北市教育局改進國中教師班級經營及提昇新住民學生學習成效教學之參考。本研究參考整理相關文獻，發展研究架構，採問卷調查法之量化研究，使用研究者自編之「新北市國中教師班級經營策略與新住民學生學習成就關係調查問卷」為研究工具，以 2018 學年度新北市公立國中教師為母體群，採分層隨機抽樣方式發出正式問卷共544 份，回收有效樣本有 503 份，有效問卷回收率 92.5。經問卷調查所得之有效樣本透過描述性統、t 考驗、單因子變異數分析、皮爾遜積差相關分析及多元迴歸分析等統方法進行統計分析，研究發現獲得結論如下︰一、新北市教師正向班級經營策略整體情況良好，以「適切明確的班級經營策略」知覺程度最佳，「自主決定的班級經營策略」知覺程度最差。二、教師知覺新北市新住民學生學習成就整體情況良好，以「學生行為」知覺程度最佳，「學業表現」知覺程度最差。三、新北市國中教師正向班級策略的知覺程度在各種背景變項的呈現上並無顯著差別，唯選項中的「我會提供自己生活的經驗和學生共勉」為教師認同度最高，而以「我會讓學生有機會對作業的方式做選擇」的認同度最低。四、教師知覺新北市新住民學生學習成就以「學生行為」層面的「本班新住民學生能遵守校規」認同度最高，而在「學業表現」層面的「本班新住民學生在數學領域學習表現普遍良好」的認同度最低。五、新北市國中教師正向班經營策略與新住民學生學習成就高低並無顯著差異，呈現較低關聯性。六、新北市國中教師正向班級經營策略未具有效解釋新住民學生學習成就之預測力。

關鍵字

新北市國中教師；教師班級經營策略；新住民學生學習成就

並列摘要

This study aims to explore the research on teachers’ classroom management strategies in New Taipei City and the learning achievements of students with immigrant parent. The main purposes of this study are: 1. To understand the current situation of teachers’ classroom management strategies junior high school in New Taipei City and the learning achievements of students with immigrant parent. 2. To understand the difference between teachers’ classroom management strategies in junior high school national in New Taipei City and the learning achievements of students with immigrant parent. 3. To explore the situation of teachers’ classroom management strategies in junior high school in New Taipei City and the learning achievements of students with immigrant parent. 4. To analyze the predictive power of teachers' classroom management strategies on the learning achievements of students with immigrant parent in junior high school. 5. Provide specific suggestions as a reference for the New Taipei City Education Bureau to improve teachers’ classroom management and promote learning achievements of students with immigrant parent in junior high school. This study refers to related literature, developing research structure, and using quantitative research on questionnaire survey method. The questionnaire was constructed by the researcher titled "Questionnaire of the correlation between teachers’ classroom management strategies and learning achievements of students with immigrant parent in junior high school. The questionnaire was conducted through the stratified random sampling method, in total, 544 official questionnaires, 503 valid ones (about 92.5% response rate) were analyzed with teachers in public junior high school in New Taipei City in 2018 school year, as parent group. The valid samples obtained through the questionnaire were statistically analyzed by descriptive statistics, t-test, one-way analysis of variance, Pearson product-moment correlation analysis and stepwise multiple regression. The conclusions of this study can be summarized as follows: 1. The overall teachers’ positive classroom management strategies in New Taipei City is in good condition; while the best degree of perception is “appropriate and clear classroom management strategies” and the worse is “self-determined classroom management strategies”. 2. Teachers’ perceptions for the overall students with immigrant parent’ learning situation in New Taipei City is good condition; while the best degree of perception is "student behavior” and the worst is "academic performance". 3. The degree of perception of teachers’ positive classroom strategies in all kinds of background variations in New Taipei City has no significant difference, while the highest teachers’ acceptance is “I will provide my own life experience to encourage students” and the lowest is “I will give students the opportunity to choose the way they do schoolwork”. 4. Teachers perceived learning achievements of students with immigrant parent in New Taipei City in “student behavior" in “the students with immigrant parent of the classroom can follow the school rules” as the highest acceptance while the level of "Academic Performance" in "The Students with immigrant parent learning performance in the field of mathematics in the classroom are generally good" as the lowest. 5. There is no significant difference between teachers’ positive classroom management strategies in junior high school in New Taipei City and the learning achievements of students with immigrant parent. It shows the lowest correlation. 6. Teachers’ positive classroom management strategies in junior high school in New Taipei City cannot effectively interpret the predictive power of students with immigrant parent learning achievement.