國小教師運用班級經營實施品德教育之個案研究

An case study of an elementary teacher’s implementation on character education through classroom management

蘇昭愷(Jhao-Kai Su)

指導教授 ： 陳延興

國立中正大學/教育學院/課程研究所/碩士(2013年)

摘要

本研究旨在探討一位國小教師運用班級經營實施品德教育的方法與過程，並探討研究對象的成長背景和帶班的理念與目標、實施過程中的困境與解決方法及實施後的省思與建議。研究者採取質性研究中的個案研究法，選取一位國小中年級女性教師，利用訪談、觀察與文件等方式蒐集資料，而後再加以編碼、分析與詮釋。本研究探討個案教師之班級經營方式，區分為四項內涵予以討論，分別為班級行政經營、人際關係、學生行為管理與教學經營等。本研究主要發現有四點：
一、個案教師歷年教學經驗促成了她的班級經營以「有禮的生活」為理念，「友善班級」為目標。
二、個案教師運用各種正向的班級經營策略，例如：教室環境營造布置、師生互動、親師溝通、學生同儕關係、班規建立與實施、不當行為的處理與輔導、與教學活動經營等，藉此以培養學生品格與道德。
三、個案教師透過班級經營實施品德教育，發現學生於秩序、上課專心度、寫字字跡及態度均有所進步，但也遇到不少困境，例如：學校行政人員不重視品德教育、班級人數變多、家長寵溺和無法接受帶班方式改變、教師自身人格的缺失，然而，溫老師會一再地省思並嘗試改善上述的困境。
四、個案教師省思後發現個人的缺失在於：給與學生過多物質獎勵、計分方式繁複、課程活動規畫不夠完善與教育專業知能不足。另外，建議身為教師需不斷思考、多學習他人經驗、教師以身作則、學生的重大不當行為應交由學校協助處理與師資培育宜多結合現場實務等。

關鍵字

正向管教 ； 品德教育 ； 班級經營

並列摘要

The purposes of this research are as follows: 1. the methods and process of an elementary school teacher's implementation on character education through classroom management. 2. to explore the teacher’s background, beliefs and aims on classroom management, 3. to realize the predicaments and solutions while she deals with difficulties in the implementation, 4. to analyze the teacher's reflections and suggestions afterward.
This researcher adopts the case study of qualitative approach, and purposefully seeks an elementary female teacher. Data collection includes in-depth interviews, observations, and related documents, then encode, analyze, and interpret the collected data. This research explores the case teacher’s strategies of classroom management which includes classroom administration, interpersonal relationship, students’ behavior management, instruction management, etc. There are four main findings in this study:
1. The case teacher’s past teaching experience prompted her beliefs for classroom management - “manners in life” and aims - “A Friendly Campus”.
2. The case teacher applied many positive strategies of classroom management to cultivate students’ character and morality. For example: classroom environmental layout, teacher-student relationship, students' peer-relationship, teacher-parent communication, establishment and implementation of class rules, treatment and counseling for the pupils' wrongdoings, activities of instruction management, etc.
3. The case teacher found that the students behaviors were improved by applying classroom management to implement character education. Such as orders and attention to teaching in class, handwriting, attitudes, etc. She also suffered from some distress which includes: school administrators ignore to character education, the number of students in class were raised, parents' indulgence to their children, parents' unwilling to accept the changed classroom management, and the teacher's personality deficiencies. However, she continually reflected on and tried to improve above-mentioned distress.
4. The case teacher found her personal deficiencies through reflection which includes: giving student many material rewards, complex marking methods, imperfect planned activities, and insufficient educational expertise. She suggested that being teachers must continually rethink, learning other teachers’ experience, be moral examples, providing the pupils who have wrongdoings to school administrators, and having more connections between teacher education courses and teaching practice.

並列關鍵字

positive discipline ； character education ； classroom management

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