國民中學音樂教師班級導師工作經驗之個案研究

本研究目的旨在探討音樂教師擔任班級導師工作的經驗，以四位個案教師為研究對象，來瞭解其在學生輔導、親師溝通、行政協調等工作經驗。本研究採用個案研究法，透過訪談的方式蒐集研究資料，研究工具為自編之半結構式訪談大綱，再將所得到之訪談資料進行分析與討論。本研究之主要研究結論如下：一、在學生輔導工作經驗中，個案音樂教師強調帶班要帶心，並運用課餘時間的陪伴及學生同儕間的影響力，來養成班級學生良好的生活習慣進而提升班級學習風氣。二、個案音樂教師在輔導學生時，能夠以更多元的角度欣賞學生並給予較全面的支持。由於個案音樂教師任課導師班級的堂數僅有一節，因此經常面對音樂科任教師與導師兩種身分的轉換挑戰。三、在親師溝通工作經驗中，個案音樂教師認為必須與家長及任課教師建立良好的互動與合作關係，並且共同分擔教育孩子的責任。四、個案音樂教師在親師溝通時，能夠與家長分享自己的經驗並給予多元的建議。部分家長初期對於音樂教師擔任導師的身分有所疑慮，因此取得家長的信任與支持是音樂教師的挑戰。五、在行政協調工作經驗中，個案音樂教師經常支援學校舉辦的各項活動，並且善用行政資源妥善處理學生的問題。六、個案音樂教師在行政協調方面，最能支援音樂性社團及鼓勵學生參與各項校園活動。唯在支援行政單位所託付的任務時，妥善的時間運用與管理是音樂教師的挑戰。最後根據研究結果，針對音樂教師、學校行政單位，及未來研究提出建議。

關鍵字

班級導師工作經驗；國民中學音樂教師；學生輔導；親師溝通；行政協調

並列摘要

The purpose of this case study was to explore the work experiences of four music teachers as the class mentor. These experiences included the student counseling, parent-teacher communication, and administrative coordination. The research tool of the semi-structured interview outline compiled by the researcher. Finally, the interview results obtained were analyzed and discussed. The major results of the study were as follows: 1. Based on the experience of the student counseling, the music teachers emphasized that leading the class must convince students, and the teacher should use their spare time to accompany the students, and the teacher could take advantage of the influence of students' peers to develop good habits for the class and to improve the atmosphere in the class. 2. The music teachers appreciated and supported students’ diversity. Switching roles between a music teacher and a class mentor might be a challenge because there was only one class of mentor session per week for the teachers in their class. 3. With regard to the parent-teacher communication experience, the music teachers believed that it was necessary to establish a proper interaction and partnership, as well as to share the responsibility in educating students. 4. The music teachers shared their own experiences and provided advices with the students’ parents. At first, some parents wondered if a music teacher was fit to be a class mentor. Therefore, the teachers had strived to change parents’ stereotype. 5. From the administrative coordination experiences, the music teachers were able to support various school activities and to allocate administrative resources properly to address students’ problems. 6. In terms of administrative coordination, the music teachers could run musical clubs and encourage students to participate in various campus activities. Because of supporting the tasks entrusted by the administrative unit, the proper time management was the challenge to the music teachers. Finally, according to the results of the study, the researcher made suggestions for music teachers, school administrative unit and future research.