國民中學導師班級經營策略之個案研究

A case study on the classroom management strategies of homeroom teacher in junior high school

高月圓(Kao yueh yuan)

指導教授 ： 高新建

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2008年)

摘要

國民中學導師班級經營策略之個案研究
摘要
本研究旨在探討國民中學導師班級經營策略之現況。研究目的包括：一、探究國中個案導師班級經營的內涵；二、分析國中個案導師班級經營策略的運用現況；以及，三、探討影響國中個案導師班級經營的個人因素及因應作為。
本研究採用個案研究法，以個案教師及其導師班學生為研究對象，進行為期一個學年的資料蒐集。採用觀察、訪談、文件分析、問卷調查等方法蒐集資料，輔以錄音、現場記錄等，進行現場資料蒐集與分析。根據文獻探討、研究分析與討論，歸納以下十項結論：
一、開學前有系統規劃班級經營內涵項目之施行細則，並能有效地實施。
二、把握班級經營理念宣導時機，增強班級經營目標的達成。
三、積極營造良好的師生關係及建立互助、互信的親師關係是班級經營成功的重
要條件。
四、建立班級願景有助於班級常規的實現。
五、多樣化的教學策略及適度的補救教學是教學管理成功的要素。
六、有創意的教室環境管理－座位安排，可以激發學生積極、努力向學。
七、教師熟悉並靈活運用各項班級經營策略，是班級經營成功重要因素。
八、轉化領導行為係班級經營成功的要素，而互易領導行為則是不可或缺的輔助
班級經營策略。
九、發展教師專業、尋求同儕夥伴攜手邁向教育專業自主，以因應班級經營的挑
戰性。
十、教師扮演多重角色，班級經營策略隨著情境權變以應萬變。
最後依據本研究之結論，提出建議，作為教育行政單位、學校行政單位、國民中學導師及未來研究者之參考。
關鍵詞：國民中學導師、班級經營、班級經營內涵、班級經營策略。

關鍵字

國民中學導師 ； 班級經營 ； 班級經營內涵 ； 班級經營策略

並列摘要

A case study on the classroom management strategies of homeroom teacher in junior high school
Abstract
The main purpose of this study was to investigate current condition of homeroom teacher’s classroom management. There were three purposes in this study described as follows:（1）to investigate the current condition of classroom management contents of the case homeroom teacher.（2）to find the personal factors influence case homeroom teacher in the action of classroom management.（3） to analyze the current condition of classroom management strategies used by the case homeroom teacher.
A one-year case study was conducted on the case homeroom teacher and the pupils of the case class. The methods of the research include observations, in-depth interview , documentary analysis’s and questionnaires supported by voice recording, photographing and on-site description were adopted to collect primary data and conduct through investigations.
From literature review, research analysis and discussions, the conclusions of this study were found as following:
1. To plan all details of classroom management before school starts systematically,
can effectively help teacher to carry out most contents of classroom management.
2. The timing to establish the concept of classroom management influence the fulfill of classroom management aims。
3. To do best to establish good relationship with pupils and parents.
4. To establish a prospective goal as classroom vista is the best help to materialize classroom rule management.
5. Multiple teaching and suitable make-up teaching are optimal strategy for a successful classroom teaching management.
6. A creative arrangement of pupil’s seats can stimulate student’s hidden abilities and creativities.
7. The important factor of successful classroom management for the homeroom teacher is to be familiar with all strategies of classroom management.
8. Transforming leadership is the important factor for a successful class management, while transactional leadership is the necessity of the class management strategy.
9. Teachers should develop teaching expertise and cooperate with colleagues to meet the challenge of class management.
10. As for social vicissitudes, teacher should weigh change for all various changes.
Base on above findings and conclusions, this study proposed some suggestions to
the case itself, homeroom teachers ，the school and educational administration and further study.
Keywords：homeroom teacher in junior high school, classroom management, classroom management contents, classroom management strategies.

並列關鍵字

homeroom teacher in junior high school ； classroom management ； classroom management contents ； classroom management strategies

參考文獻

毛治國（2003）。決策。臺北：天下。

吳武典、陳秀蓉（1978）。教師領導行為與學生的期待、學業成就及生活適應。教育心理學報，11，87-104。

吳明隆（2001）。班級經營與教學新趨勢。臺北：五南。

李玲惠（1999）。教室裡也有春天。臺北：幼獅。

林進材（2005）。班級經營。臺北：五南。