軍訓教官運用「自述表」與「心理位移書寫法」之經驗－以桃園地區各高中職學校為例

The Military Instructors' Experience of Using Self-reflection Forms and Psychological Displacement in Diary Writing -- Examples from Normal and Vocational High Schools in Taoyuan

黎玉蘭(Yun-Lan Li)

指導教授 ： 鄧文章

中原大學/人文與教育學院/教育研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700443

摘要

本研究旨在探究軍訓教官運用「自述表」與「心理位移書寫法」之經驗，藉由訪談五位高中職軍訓教官，瞭解目前桃園地區各高中職學校「自述表」存在現況、軍訓教官運用「自述表」與「心理位移書寫法」輔導與管教違失學生之內在經驗、其運用兩種書寫工具之觀點與差異，期將研究結果納入輔導與管教學生工作之參考。本研究採用質性研究之開放性譯碼做為資料分析方法，嘗試整理研究參與者所呈現之內在經驗與觀點。本研究結果發現：
壹、「探究原因」、「責任歸屬」及「懲處依據」為自述表使用現況。
貳、「自述表」成為自保工具，防範家長不理性作為及學生投機說謊心態。
參、學生負面書寫心態，未能發揮書面自省輔導功效，彰顯「自述表」為處理學生違規事件之媒介。
肆、運用「自述表」即時處置及糾正學生違規行為，運用「心理位移書寫法」則深入探究內在思維與心理輔導。
伍、「心理位移書寫法」為教官與學生之溝通橋樑，深入瞭解學生內心需求與發覺潛在問題。
陸、「心理位移書寫法」改變原有「僵化的」師生關係，成為「無話不談的」朋友關係。
柒、「自述表」為管教之媒介，運用「心理位移書寫法」輔導學生，可提升輔導成效。
針對以上七項結論，提供後續輔導管教學生實務工作者與教育當局參考建議。

關鍵字：軍訓教官、自述表、心理位移書寫法

關鍵字

軍訓教官 ； 自述表 ； 心理位移書寫法

並列摘要

The goal of this research is to study the military instructor’s experience of using “self-reflection forms” and “psychological displacement writing” in high schools and vocational schools in Taoyuan City. By interviewing five military instructors, the researcher attempts to understand 1) the current usage of self-reflection forms, 2) the inner experience of counseling and disciplining students with “self-reflection forms” and “psychological displacement writing”, as well as 3) differences and perspectives when utilizing these two writing tools. The researcher hopes that the results of this study could serve as a reference to student counseling and discipline. With open coding as the method of data analysis, the researcher tries to summarize the inner experiences and perspectives from the participants. We found that:

1.The self-reflection form is currently used as a tool for finding the causes and the accountability, and for student discipline.
2.The self-reflection form is used by the military instructor against irrational actions of parents and students in the mentality of lying.
3.When written by the student under the negative psychological conditions, the self-reflection form is not effective as a tool for student self-reflection and counseling.
4.While the self-reflection form is used to promptly correct the misbehavior of the student, the psychological displacement writing helps to explore the inner thoughts of the student during the counseling.
5.The psychological displacement writing serves as the medium of communication between the military instructor and the student. It helps to better understand psychological needs of the student, and to identify the potential problem.
6.The psychological displacement writing helps to transform the teacher-student relationship into friend-to-friend relationship that “keeps no secret from each other”.
7.The self-reflection form is implemented as the tool during the disciplinary and counseling process, and its effeteness would be improved if combined with the “psychological displacement writing” technique.

The conclusions presented above may provide useful suggestions to both education practitioners and the education authority.

Keywords：Military Instructors, Self-reflection Form, Psycological Displacement in Daily Writing

並列關鍵字

Military Instructors ； Self-reflection form ； Psycological Displacement in Daily Writing

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