幼兒園教師實施班級常規之個案研究－以一位大班教師為例

The Case Study of Practicing Classroom Rule of a Preschool Teacher

李文正(Wen-Cheng Lee) ； 李長燦(Charng-Tsang Lee)

《幼兒保育學刊》 3期 (2005/12) Pp. 105-130

https://doi.org/10.6433/JCC.200512.0105

摘要

本研究採質化研究之個案研究法，旨在探討一位幼兒園教師實施班級常規的現況。首先，透過文獻探討了解常規之訂定及其管理之重要性，進而對一位大班教師進行訪談、觀察及文件的蒐集，以探討其目前實施班級常規之現況，並藉此了解其對實施班級常規之觀點、做法及困難之所在；本研究所得結論如下：
一、個案教師班上之常規乃依孩子們日常行為隨機而定，在諸多常規中，有關生活禮儀以及個人和他人人身安全之常規，則特別受到個案教師之重視。
二、個案教師憑著與孩子們之間的默契，來做為班級常規的運作和管理依據，然而，也因此而出現一些常規管理上的盲點和困境。
三、個案教師對班級常規缺乏適當的規劃，使得常規在班上難以發揮其應有的效果。
四、由於擔心家長對常規管理的質疑，使得個案教師在常規管理上面臨到難以改變的困境。

關鍵字

幼兒園教師 ； 班級常規 ； 個案研究

並列摘要

The purposes of this case study with qualitative research methods are to discuss the situations of practicing the classroom rules of a preschool teacher. Firstly, it goes through literatures to understand the importance of rule-making and classroom discipline. Furthermore, through interviews with a preschool teacher, observations and information collections, the researcher discovers how the preschool teacher practicing the classroom rules, including the conceptions, strategies and difficulties while executing the classroom rules. The findings show that: (1) making the classroom rules has been depended on the children's behavior in which the courtesies and safeties of children are valued by the teacher; (2) the tacit understanding between the teacher and children has been the mainly strategy for the classroom disciplines for the teacher; however, because of that, the teacher encounters with many problems and difficulties while executing the classroom disciplines; (3) because the teacher has failed in scheming the classroom rules, the rules have scarcely been developed for the classroom disciplines by the teacher; (4) because the parents of children would ask another explanations about the classroom disciplines, the teacher is difficult to make use of the resources from the parents to help the classroom disciplines.

並列關鍵字

preschool teacher ； classroom rule ； case study