班級經營與自主學習關係之研究-以自主教育教學群為例

A Study of the Relationship between Class Management and Self-Regulated Learning : An Examination of Self-Regulated Education Teaching Team

尹芳(Fang Yin)

指導教授 ： 歐陽惠華

健行科技大學/管理學院/企業管理系碩士班/碩士(2015年)

摘要

班級經營一直被視為是教學成功的必要條件，教師如果能將其班級經營的管理哲學妥善運用於引導學生自主學習，一方面不僅可以增進教師的教學效能，提升教學品質；另一方面更可以讓個人的力量轉化成組織力量，達到優質教育的目標，使管理本身也能成為一種教育力量，增進學生的學習成效。本研究以班級經營和自主學習理論所歸納之研究構面進行探討，研究目的在探討：一､自主教育教學群的老師如何落實班級經營。二､自主教育教學群的學生自主學習的成效。三､自主教育教學群教師班級經營與學生自主學習之關係。本研究採個案研究法，以深入訪談為主要資料蒐集方法，針對個案學校自主教育教學群的老師，探討教師班級經營與學生自主學習的關係，進行深入個案研究。研究結果發現：一、教師在班級經營中以落實教學活動的經營影響學生自主學習成效最明顯。二、班級氣氛經營是教師班級經營引導學生自主學習順利推動的第二關鍵因素。三、教師對班級經營投入愈深入，對學生自主學習成效也愈高；學生自主學習成效愈高，有助於教師班級經營的提升。最後建議教師成立自主學習教學社群，促進專業對話與交流，做為自己教學精進的基礎，進而增進自己的教學效能。

關鍵字

班級經營 ； 自主學習

並列摘要

Class management is regard as the necessary condition of excellent teaching for a long time. Excellent class management can promote the effectiveness of student’s learning and teacher’s teaching. The role and duty of a teacher is different from before. Now they should have ability to manage and organize. If teachers can make use of class management philosophy appropriately in guiding students’ self-regulated learning, their teaching efficacy and teaching quality can be promoted. When this individual power turns into an organizational power , then the goal of excellent education achieves. Finally, management can be one power of education which can promote student achievement. There are three purpose of this study explore. 1. How to do implement is the class management of the self-regulated education teaching team. 2. What is the students’ efficacy of self-regulated learning in the self-regulated education teaching team? 3. What are the relationships between teachers’ class management and students’ self-regulated learning? A case study is adopted. The data is collected from in-depth interviews of teachers and students. Then I explore the relationships between teachers’ class management and students’ self-regulated learning from the self- regulated education teaching team in a elementary school in Taoyuan city. The main findings of the study are as follows: 1.The most significant factor which influences students self regulated learning is teaching activities in teachers’ class management. 2. The second factor which guides students’ self regulated learning is classroom atmospere in the teachs’ class management. 3.The teacher more devoted in class management, it shows more the efficacy of students’ self-regulated learning. The higher efficacy of students’ self-regulated learning is helpful to the teachers’ class management. This study proposed that teachers may set up a teaching community of self regulated learning. In order to form the sophisticated basis of teaching, teachers can share their opinions and professional dialogue to each other in this teaching community. Thus the efficacy of teaching will be enhanced.

並列關鍵字

Class management ； Self-regulated learning

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