運用正向管教課程降低言語霸凌之行動研究

The Action Research Of Using Positive Discipline Courses To Reduce Speech Bully

廖志文(Liao Chihwen)

指導教授 ： 蔡清田

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2012年)

摘要

運用正向管教課程降低言語霸凌之行動研究
指導教授：蔡清田博士
學生：廖志文
國立中正大學教學專業發展數位學習碩士在職專班
摘 要
本研究採行動研究法，係由實務工作者六年級級任教師，依據情境分析結果發展正向管教課程方案並實施，藉以降低研究班級學生言語霸凌的問題，透過課程實施，評估課程實施成效。
本研究目為研究者透過正向管教之行動研究，探討正向管教對老街國小六年級快樂班學生言語霸凌改善之情形及省思。希望透過研究的結論與省思，提出管教上的建議，以做為日後管教的改進方向，使言語霸凌情形獲得改善。
依據上述研究目的，本研究主要探討的問題包含如下：
ㄧ、老街國小六年級快樂班言語霸凌行為的現況與省思?
二、如何規劃改善六年級快樂班言語霸凌的正向管教行動方案與省思?
三、如何實施改善六年級快樂班言語霸凌的正向管教行動方案與省思?
四、如何評鑑改善六年級快樂班言語霸凌的正向管教行動方案與省思?
本研究的結論如下：
一、透過情境分析，研究班級學生缺乏「勇氣、關懷、尊重、正義、守法、負責」的內涵，
因此，正向管教於研究班級中具有實施的必要性
二、確定正向管教課程核心價值概念，根據情境分析，規劃課程目標，設計正向管教課程降
低言語霸凌行動方案，發展教學目標，運用教學相關配套資源，持續修正正向管教課程
方案，具有實施的可能性
三、協同合作夥伴是實施課程方案成功的關鍵，而多樣化的教學方法與資源，有助於提高正
向管教課程的學習效能，且教師在實施課程時應關注課程理論與實務之間的差距
四、正向管教課程行動方案能積極提升學生「勇氣、關懷、尊重、正義、守法、負責」的認
知、行為和情意之學習成效，並發展教師與夥伴的協同合作，親師生共同參與之教學成
效，且教學內容能落實核心價值，作為日常生活行為的規準

最後，研究者依據本研究結論，分別從學校整體層面、教師個體層面、學生自身層面與未來研究層面等四個面向提出相關建議。

關鍵詞：正向管教、言語霸凌、行動研究

關鍵字

正向管教 ； 言語霸凌 ； 行動研究

並列摘要

The Action Research of Using Positive Discipline Courses to Reduce Speech Bully

Advisor:Dr. Ching-Tian Tsai
Students: Chih-wen Liao

ABSTRACT
This action research is introduced by the teacher of sixth graders to develop positive discipline courses through anylyzing the situation and implement it. The teacher is able to reduce the problem of verbal bully of researched class students through implementing the courses and assessing the effects.
The purpose of the research is to explore how the positive discipline courses help improve the situation of verbal bully of the sixth graders in Happy Class of Old Street Elementary School and have reflections after implementing the courses. The teacher hopes to raise suggestions about disciplines through the findings of the study and reflections to modify the furtherdiscipline courses and the situation of verbal bully is able to get improved. Based on the above purposes of the research, this study focused on the following problems:
1. The status quo of verbal bully of the sixth graders in Happy Class of Old Street Elementary School and the reflections
2. The action research on how to map out the positive discipline courses of the sixth graders in Happy Class to improve the situation of verbal bully and reflections
3. The action research on how to implement the positive discipline courses to improve the situation of verbal bully and reflections
4. The action research on how to assess the results of positive discipline courses to improve the situation of verbal bully and reflections
The conclusions of the study are as follows:
First, through the analysis of situations, the teacher finds that the researched students lack courageous, caring, respectful,rightful, law-abiding, responsible qualities. Therefore,implementing positive discipline courses is necessary for the researched students.
Second, determine the core value of positive discipline courses; based on the analysis of situations ,map out the goal of the courses; action research on programing positive discipline courses to reduce verbal bully; develop teaching goals; use related supporting teaching resources ; continue modifying positive discipline courses; implement the courses
Third, collaborative partners are crucial to the success of the implementation of the courses. Varied teaching method and resources help improve the learning effects of positive discipline courses. And teachers should concern about the difference between the course theory and practice when implementing the courses.
Fourth, the dynamic study of positive discipline courses is able to promote students’ courageous, caring, respectful,rightful, law-abiding and responsible qualities in the aspects of cognizance, behavior and affection and encourages the collaboration between teachers. Teachers , parents and students all get involved in the course.The teaching effectiveness and teaching content help implementing the core value of the positive discipline courses. And learning effecs can be treated as the criterion of daily life behaviors.
Last, according to the conclusion of the research, the researcher respectively raises relating suggestions from the aspects of the whole school, the individual teachers, the students themselves and future research.
Key words: positive discipline, verbal bully, action research

並列關鍵字

positive discipline ； verbal bully ； action research

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