小學一年級兒童學校適應之研究

A Case Study of First Grade Students' Adjustment at Elementary School

施郁如

指導教授 ： 廖鳳瑞

國立臺灣師範大學/教育學院/人類發展與家庭學系/碩士(2013年)

摘要

本研究採取個案研究，進入小一課室以兩位不同能力之兒童為個案，以瞭解不同能力的小一兒童面對課業學習、常規適應與社會情緒適應的問題與壓力時，如何主動進行調整與改變的過程，以及探索兒童個人特質、學前經驗、家庭情境及教師採取的策略與小一兒童學校適應的關係。
本研究發現：（1）小學老師與家長對於兒童的學校適應大多重兒童的學業而輕社會情緒、以教學活動的順利運作為優先，對於個案兒童非學業領域的困難較少有合宜的回應，也較難尋求資源直接協助。（2）家長對於兒童學校適應的態度大多為被動的接受和回應，使得親師溝通侷限，難以讓家長與老師雙方完全理解兒童的的適應困難。（3）個案兒童的背景和學前經驗是影響兒童學校適應的重要因素，但是小學教師卻很少蒐集兒童家庭背景之外的個人特質與學前經驗資料，使小一教師需在兒童入學後重新瞭解兒童的特質與能力，忽略了兒童的學前經驗與小一適應的關係。（4）兩位個案兒童在相同的教室情境脈絡下，因個人特質、老師採用的輔導策略、與同儕的互動模式、家庭採取的因應策略的不同，在課業學習、常規行為與社會情緒適應展現出迥異的適應歷程。
根據研究發現提出建議，作為幼兒園、小學以及未來研究上的參考。

關鍵字

個案研究 ； 小學一年級兒童 ； 學校適應

並列摘要

This case study chose two first grade children as agents to explore the problem and pressure when the children with different competencies facing academic learning, regulation adjustment and social-emotional adjustment. Moreover, this study also described how the children were active in responding to the situated context. This study aimed to contribute by constructing the relationship of first grade children school adjustment and factors such as personalities, preschool experiences, family context and teachers’ strategies.
This study found the following phenomenon: (1) teacher and parents took academic learning more seriously than social-emotion when it came to children’s adjustment. (2) Thus, it’s harder for teacher to seek resource or assistance for non-academic problem. Parents were, most of time, passively accepted and responded to children’s school adjustment, resulting in teacher’s and parent’s bare understanding of children’s adjustment difficulties due to communication barrier between teacher and parents. (3) The background and preschool experiences of children were the important factors that affected school adjustment. However, besides collecting children’s family context, elementary school teacher collected less data of personalities and preschool experiences, causing the fact that teacher had to re-comprehend children’s characters and abilities after children entered school, ignoring children’s preschool experience. (4) Although in the same classroom context, the two children in this study demonstrated very different adjustment process of a broad array of academic, regular behavior and social-emotional due to different personalities, counseling strategies that teacher and parents adopted and interaction with peers.
Suggestions were made according to the finding shown above for kindergarten, elementary school and future studies.

並列關鍵字

case study ； first grade students at elementary school ； school adjustment

參考文獻

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