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  • 學位論文

社區大學生活藝能課程班級經營策略之研究─以團體動力為例

A Study of Classroom Management Strategies for Community College Art and Life Courses─based on Group Dynamics

指導教授 : 徐敏雄
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摘要


本研究旨在探討社區大學班級經營之成效與班級團體發展之歷程,並以南投縣社區大學埔里分校為研究場域。首先,分別從「班級經營的基本概念」、「班級經營之相關理論」以及「班級經營與團體動力相關研究」等三大層面進行深入的文獻分析與探討。再者,本研究所關注的焦點在於人與人之間的互動關係,故筆者乃採質化的研究取向,進行參與觀察與訪談。 根據研究分析歸納出兩大層面的結論,依序分別是「團體動力各項元素對於班級經營之影響」以及「教師的班級經營策略」。其中有關「團體動力各項元素對於班級經營之影響」研究結論如下所述: 一、分組合作與班級的物理環境是促進師生與同儕之間進行互動的重要關鍵 二、教師與學員皆同時扮演著許多角色,並影響班級團體的運作 三、班級團體中角色與地位具有相關性,而地位與互動溝通則亦有關聯 四、成員所扮演的角色對於規範之認同以及歸屬感均有所影響 五、成功的領導者是促進班級互動與塑造團體歸屬感的推手 六、團體文化是各項團體動力元素的結晶,並由師生共同營造與型塑而成 七、不斷充實自我專業技能以及成人教學的理論與實務 至於,有關「教師的班級經營策略」層面的結論則分述如下: 一、掌握開學階段的關鍵期,強化班級規範的落實 二、以尊重平等的方式對待學員 三、幽默風趣的互動方式 四、關懷學員,並以朋友的身分共處 五、充分授權並願意接受各方意見 六、民主型的領導方式 七、不斷充實自我專業技能以及成人教學的理論與實務 最後,筆者則根據研究發現,進而分別對於社區大學教師以及後續研究提出相關建議。

並列摘要


This study examined the effectiveness of community college classes in business development process and class groups, and Puli, Nantou County Community College campus as the research field. First of all, were from the "basic concept of classroom management, ""classroom management related theories "and" classroom management and group dynamics research, " the three major aspects of the literature in depth analysis and discussion. Furthermore, the focus of this study is the interaction between people, so I used a qualitative research orientation, the participant observation and interviews. Based on the analysis summarized the conclusions of the two levels, namely order, "the elements of group dynamics impact the classroom management" and" teacher classroom management strategies. " One of "the elements of group dynamics of the classroom management influence " conclusion of the study are as follows: 1. Group cooperation and the physical environment of the class is to promote student interaction with their peers and the key . 2. Between teachers and students all play many roles simultaneously, and affect the operation of the class groups. 3. The role and status of the class groups is relevant, but the status is also associated with the interactive communication. 4. The role of members of the norms of identity and sense of belonging . 5. Successful leaders is to promote class interaction and shape the sense of belonging to the promoter group. 6. Group culture is the crystallization of the elements of group dynamics, creating and shaping by the teachers and students. 7. Professional skills to enrich themselves and the theory and practice of adult education. As for, the "teacher classroom management strategies, " the conclusions of the sub-level as follows: 1.The master key of the school stage, and strengthen the implementation of the class specification. 2. To respect the equal approach to students. 3. Humorous interaction. 4. Care students, and friends of the identity of coexistence. 5. The parties duly authorized and willing to accept advice. 6. Democratic type of leadership 7. Professional skills to enrich themselves and the theory and practice of adult education. Finally, the author is based on the findings, and then each community college for teachers and suggestions for future research.

參考文獻


參考文獻
一、中文部分
丁興祥、李美枝、陳皎眉(1988)。社會心理學。台北縣:空大。
王文科(1996)。有效的班級經營模式。教育實習輔導季刊,2(3),3-9。
王柏壽(2004)。班級裡的人際關係。教師之友,45(2),15-24。

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