高中學務人員對學生自治觀點之質性研究

本研究旨在探討高中學校學務人員對學生自治的觀點，包含學務人員對學生自治的認識、對學生會的輔導理念與策略，以及在教學現場輔導學生自治時，會遇到的困境。為達研究目的，本研究採質性研究取向，個別訪談我國三所高中學校（分別化名為南溝高中、小綠高中、中華高中）共8名受訪者。分析資料後，歸納出以下結論。一、受訪者認為高中學生自治主要功能是在「舉辦活動」、「參與校務」、「擔任橋樑」，並且認為學生自治需要受到學務人員的教育與輔導。再者，受訪者認為學生可以藉由學生自治獲得成長，但較忽略學生自治民主、法治的教育目的。在輔導的過程中，受訪者認為輔導學生自治時會出現的困難為:「學生能力不足」、「學務人員與學生溝通困難」、「學生容易被影響」、「學生自治低迷的參與」。同時，也對學生自治有學生能「自治自律」、「成為學生楷模」、「與學務人員建立信任的期待」。二、高中學務人員輔導學生會的理念為：「保護安全」、「擔當表率」、「要求負責」、「遵守規定」、「協助引導」、「教育意義」、「自主決定」。三、高中學務人員輔導學生會的策略為：「舉辦課程培訓與創造學習機會」、「督促、把關與處罰」、「主動介入與從旁輔導」、「提供資源、建議與協助」、「給予尊重與自主空間」。四、高中學校輔導學生自治被視為學務處的責任，其他教師（包含導師），對於學生自治較不關心，且認識與支持普遍不足。同時，研究發現校長對學生自治支持，能給予學生以及學務人員幫助，有助於高中校園學生自治的成長。五、高中學務人員輔導學生會的困境為以下：（一）高中學務人員任教科目與求學時在學生自治的經驗，會影響學務人員輔導學生自治的能力。（二）學務人員業務量過多，無法花費過多的時間與心力在輔導學生自治上。（三）教師普遍不關心學生自治的學校中，且教師會因學生成績、日常表現要求學務人員督促學生。（四）學務人員也需向家長負起保護學生安全，以及督促學生學業表現的責任。（五）高中學生學習運作學生會的時間過短。六、建議：（一）應加強學務人員對學生自治的認識，特別是在民主法治教育的目的。（二）提升學務人員輔導學生自治之能力。（三）對學務人員輔導學生自治的策略上，建議1.給予學生自治更多的決策權力。2.注意輔導之手段不可過於侵害學生之自主性。3.對學生會與一般學生輔導可以更加具有主動性。 (四)完善學生會組織之運作。 (五)增強全校教師對學生自治的支持網絡。 (六)由校內非學務人員，且具相關專業之教師擔任學生會的指導老師。

關鍵字

高中學生自治；學務人員

並列摘要

This study aims to investigate senior high school student affairs practitioners’ viewpoints about on self-government of students, including the understanding and strategies for student governments, the assistant strategies, and the predicament that may happen when student affairs practitioners help and guide student government. To the aim, qualitative research approaches were utilized in the study. 8 respondents were recruited for interviews from three selected senior high schools (Pseudonymized as Nan Gou High School, Xiao Lu High School, and Zhong Hua High School). The researcher has summarized the following conclusions: 1. The senior high school student affairs practitioners’ understandings about self-government of students is about "organizing activities", "participating in school affairs", and "being the bridge of communication". And they think students require education and guidance from student affairs practitioners, but to learn of democracy and rule of law is somehow ignored. What’s they perceived of students for their self-governing are as following: “insufficient ability", "difficulty communicating", "easily being influenced by peer and media", and "low participation". At last, the expectations of student affairs practitioners for self-governance of students are: (1) Self-control and self-discipline. (2) Being a role model for students. (3) Having trust with student affairs practitioners. 2.The senior high school student affairs practitioners to guiding ideas for self-government of students are "Safety Protection", "Being a role model", "Take responsibility", "Comply with the rules", "Assistance and Guidance", "Educational Meaning", "Self-determination". 3. The strategies of the student affairs practitioners used to guide student governments are: "organizing training courses and creating learning opportunities", "supervising, checking and punishing", "proactively intervening and guide by side", "providing resources, advising and assisting", " respecting and giving student autonomy". 4.At senior high schools supervising self-government of students is regarded as the responsibility of the Student Affairs Section. Other teachers (including class teachers) are less concerned about self-government of students, and their understanding and support are insufficient. The principal's support for self-government of students, can help students and academic staff, and contribute to the growth of self-government of students. 5.The predicament of the senior high school student affairs practitioners for their guiding self-government of students：(1) Student affairs practitioners’experience about self-government of students during their years of students and their teaching subjects will affect the ability of guiding self-government of students. (2) The student affairs practitioners have too much business and cannot spend too much time and effort on guide self-government of students. (3) In schools where teachers generally do not care about self-government of students, and teachers will ask the student affairs practitioners to supervise students of their grades, absences, and daily performance. (4) Student affairs practitioners are responsible for protecting students' safety and supervising students' academic performance for parents. (5) The time for senior high school students to learn and operate student government is too short. 6. Suggestion from the study: (1) It is necessary to strengthen the understanding of self-government of students for the Student affairs practitioners. (2)To improve the ability of student affairs practitioners to guide self-government of students. (3) On the strategies of student affairs practitioners to guide self-government of students are: giving more decision-making power to self-government of students, being aware that the ways of guide should not be too invasive to the autonomy of students, being more proactive about self-government and other students who are not the member of student council guiding. (4) Improve the operation of student government organization. (5) Strengthening the school-wide faculty support network for self-government of students. (6) Teachers who are not student affairs practitioners in the school serve as instructors of student government.