國小導師針對轉學生之初級輔導工作探究

本研究旨在從國小導師的觀點，探討國小轉學生在學校可能面臨的適應與輔導議題，並了解導師對轉學生的輔導議題採取的輔導策略，以及其在輔導過程中可能碰到的挑戰及調適之道。本研究以半結構訪談法，透過立意取樣邀請六位曾與轉學生深入接觸並與其進行輔導工作之資深國小導師參與研究，包括 1男 5 女，年齡介於40至55歲，且擔任導師平均超過20年資歷。在資料分析部分，本研究採取紮根理論取向進行，並運用三角驗證法檢核信實度。本研究結果為: 一、轉學生的轉學適應會受轉學原因及轉學年段的差異的影響。轉學生進入新班級後，都需要一段時間的適應時間，且會出現學業適應、行為常規適應及人際適應等問題，其中人際適應的問題會影響到其他適應的議題。二、導師在進行轉學生的初級輔導工作時，可分成輔導態度與輔導策略兩部分，導師在輔導態度上能夠以不帶預設立場、給予彈性、包容及覺察轉學生個別需求等輔導態度進行轉學生的初級輔導工作，另外導師針對轉學生的輔導策略可分成個別輔導、班級經營及親師合作三層面。三、導師在輔導轉學生的歷程中的挑戰是轉學生入班後對於班級產生動盪以及對於轉學生外在環境的不可控制，而導師也會因為有充足的轉學生輔導資料、與同仁交流及學校建立明確的轉學機制而有所調適。四、導師與輔導系統合作時，導師能夠更全面性的了解轉學生，且能以更合適的方式處理學生問題，但同時導師也會擔心輔導系統的介入可能會影響導師與轉學生之間的關係，且在輔導介入後，導師可能需要調整原則或界線。最後，研究者依據研究結論提出研究之建議，期待提供未來針對轉學生之國小導師初級輔導工作與相關研究參考。

關鍵字

初級輔導；國小導師；輔導策略；轉學生；轉學適應

並列摘要

The purpose of this study was to explore the elementary school homeroom teachers’ guidance strategies, challenges and cooperation experience with the guidance system when they deal with adjustment issues of transfer students. This study adopted a grounded theory approach as research method, while semi-structured interviews were used to collect the required data. Using a purposive sampling method, this research invited six senior homeroom teachers who had previous experience in providing guidance to transfer students. They included 1 male and 5 female, aged 40 to 55, and averaged 20 years of homeroom teachers' experience. A triangulation method was to ensure the validity of this study. The results were as follows: 1. Transfer students' adjustment for transferring was affected by the reasons for transfer and grade when they transferred, After transferring students became one part of the new class, they would need time for adapting new things such as academic adjustment, behavioral routine adjustment, and interpersonal adjustment. Especially, interpersonal issues will influence the most adapting issues.2. The homeroom teacher’s primary guidance work included: guidance attitudes and guidance strategies. The homeroom teacher could conduct guidance attitudes with no presupposition, flexibility, tolerance, and awareness of individual needs. Three categories of successful guidance strategies included: individual guidance, class management, and parent-teacher cooperation.3. The challenge of the homeroom teachers in the process of guidance was that after the transfer students entered the class, they had turbulence in the class and the uncontrollable external environment of the transfer students. The homeroom teachers would be an adjustment, if they had sufficient information on the transfer students, exchanges with colleagues and the school established a clear transfer system.4. When the homeroom teachers cooperated with the guidance system, the homeroom teachers could understand the transfer students more comprehensively and could handle the student problems in a more appropriate way, but they would also worry that the intervention of the guidance system may affect the relationship between the homeroom teachers and the transfer student. After counseling, the instructor might need to adjust principles or boundaries. Finally, the recommendations based on the research conclusions, and I look forward to providing a reference for homeroom teachers’ primary guidance work, and future related research.