教師班級經營策略對提升學生學習成效影響之個案研究-以中國式管理觀點

A Case Study of the Influence of Class Management Strategies on Improving Students' Learning Efficiency - A Chinese-style Management Perspective

李濟崴(Li Chi-wei)

指導教授 ： 吳清基

國立臺灣師範大學/教育學院/教育學系/碩士(2018年)

https://doi.org/10.6345/THE.NTNU.ED.004.2018.F02

摘要

本研究旨在探討研究者身為導師在其實務工作的現場班級，發現其學生普遍習得無助且呈現半放棄狀態，但透過導師用心採取中國式班級經營策略，分別是共同願景、士氣激勵、系統思考、幹部運作、獎懲機制，有效實施後，發現學生在學習歷程不斷的自我形塑，均能以國立科大為學習目標，且自我發展成為準學習型組織，對學生不只是學習的成效有顯著的成長，同時也建立了學習自信心與品德的全人教育。
本研究採質性研究法，藉由研究者在教學現場所帶領的班級為研究對象進行訪談，訪談採半結構訪談法，進行八位受訪者的語料蒐集，再透過觀察法、文件分析法進行三角檢證。分析結果如下：
一、準學習型組織的形塑，本班學生在學校內外各種評量的成果有大幅的改變與自我突破，並且有延續性且循序漸進的成長。
二、班級經營策略與學生學習成效關係
1. 共同願景的塑造，有助於準學習型組織的形成。
2. 共同願景與士氣激勵提昇學生的學習動機，改變學生的學習表現。
3. 系統思考的應用，個人層面可以找尋與診斷自己學習方法的良窳，團體層面可以解決並預防影響整體學生學習成效的各種負面因素。
4. 班級幹部的運作，對於班級各種事務的執行，皆能突破上對下命令與被動的遵從，改以下對上由衷的全力以赴，進行階段性任務的達成。
5. 透過獎懲機制的實施，對於班級學生學習有自我超越現象，也改變學生的生活模式與學習習慣，進而提昇個人學習後設認知。
6. 中國式管理應用在班級經營，突破依法辦理的思維，跳脫老師管教學生辦法條例的法規限制，並建立學習歷程包含學生的學習習慣的調整、學習方法的適性、學習態度的改變、同儕的影響力、特色課程的實施以改變生活模式。
最後根據研究結果對學校行政團隊、教師、家長提出具體建議。
關鍵字：系統思考、獎懲機制、特色課程、習得無助、班級經營策略、學習成效、學習型組織

關鍵字

系統思考 ； 獎懲機制 ； 特色課程 ； 習得無助 ； 班級經營策略 ； 學習成效 ； 學習型組織

並列摘要

Abstract
The purpose of this study was to explore a classroom environment with the researcher as the actual working homeroom teacher whose students were mostly learned helpless and semi-abandoned in learning. However, through the teacher’s classroom management strategies, which were Shared Vision, Motivation, Systems Thinking, Operation of the Class Cadre and the System of Rewards and Punishments, combined with the implementation of Chinese management, it was discovered that during the students’ learning processes, they kept self-fashioning themselves with a goal of learning, which was being in the public universities of science and technology, and it also became a Quasi-learning Organization. There wasn’t just obvious growth of learning effect for the students, but it was Holistic Education that established the students’ confidence in learning and characters.
This study used Qualitative Research Method to conduct corpus collection from eight respondents through interviewing them, who belonged to the class led by the researcher in the physical classroom environment, with the method of Semi-Structured Interview, and then to conduct Triangulation through Observational Method and Documentary Research. The result of the analysis is as follows:
I. Due to the formation of Quasi-learning Organization, the students from this class had tremendous change and personal breakthrough in the result from any kinds of assessments inside or outside of the school, and they were also growing continuously as well as step by step.
II. The relationship between the classroom management strategies and the students’ learning effectiveness.
1. Creating Shared Vision is helpful for the formation of Quasi-learning Organization.
2. Shared Vision and Motivation can enhance the students’ motivation to learn and cause a change in the students’ learning performance.
3. To apply Systems Thinking, at a personal level, it can be used to look for a self-study method and diagnose it for identifying its pros and cons, while at a group level, it can be used to resolve and prevent any negative elements that may influence the students’ learning effectiveness.
4. The Operation of the Class Cadre can thoroughly change the implementation of every classroom matter from making the passive students follow the orders to letting the students willingly fulfill the tasks on different stages by doing their best.
5. With the execution of the System of Rewards and Punishments, it shows that the students can outdo themselves on their learning performance, and it can also change the students’ lifestyles and learning habits; moreover, it can promote the metacognition of self-learning.
6. Applying Chinese management to the classroom management, it can break the way of thinking which is to do what the laws say, help teachers think outside the box of the rule limitation from Regulations Regarding Discipline, and establish learning process to change the students’ lifestyles, including the adjustment of the students’ learning habits, the establishment of different learning methods for different personalities, the change of learning attitude, the influence of the peers, and the implementation of featured courses.
The last step was to provide the team of school administration, teachers and parents with specific suggestions according to the result of the study.

Keywords: Systems Thinking, System of Rewards and Punishments, featured course, Learned Helplessness, classroom management strategy, learning effectiveness, Learning Organization

並列關鍵字

Systems Thinking ； System of Rewards and Punishments ； featured course ； Learned Helplessness ； classroom management strategy ； learning effectiveness ； Learning Organization

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