新北市國中導師師生互動與班級經營效能之研究

A Study on Teacher -Student Interactions and Classroom Management Effectiveness of Junior High School Main Room Tutors in New Taipei City

高勤益(Shin-Yi Kuo)

指導教授 ： 林淑珍

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2011年)

摘要

本研究旨在瞭解新北市國中導師師生互動與班級經營效能之現況，及探討不同背景變項之國中導師師生互動之差異情形，並進一步探究國中導師不同師生互動類與班級經營效能之差異情形。
本研究採問卷調查法，以99學年度第二學期仍在新北市擔任國中導師為研究對象，樣本數為新北市235位國中導師，共發出235份問卷，回收有效問卷203份，有效回收率86.38％。研究工具為自編之「新北市國中導師師生互動與班級經營效能之調查問卷」，將施測後所得資料以描述統計、獨立樣本t檢定、單因子變異數分析、事後比較、卡方檢定等統計方法加以分析，結論如下：
一、新北市國中導師與學生間互動，「影響力」優於「接近性」。
二、新北市國中導師班級經營效能以「親師關係」為最優、其次為「班級氣氛」、再其次為「教學效能」而「班級常規」為最低。
三、新北市國中導師班級經營效能整體與各層面，均以「高影響高接近」類型為最高，而「低影響低接近」類型為最低。
四、新北市國中男導師之「低影響低接近」類型顯著高於「高影響高接近」類型，而國中女導師之「高影響高接近」類型顯著高於「低影響低接近」類型。
五、新北市國中導師「師生互動」，主要任教科目為國文科者，顯著高於藝術與人文科。
六、新北市國中導師師生互動類型，以「低影響低接近」類型最多，其次為「高影響高接近」類型、再其次為「低影響高接近」類型，而「高影響低接近」類型為最少。

關鍵字

國中導師 ； 師生互動 ； 班級經營效能

並列摘要

The purposes of this research were to understand the present situation of teacher-student interactions and classroom management effectiveness of main room tutors in junior high schools, discuss the differences of different variables of main room tutors’ teacher-student interactions in junior high schools, and further explore the differences and relationships of different teacher-student interactions and classroom management effectiveness of main room tutors in junior high schools.
The research population of the questionnaire investigation was main room tutors worked in junior high schools in New Taipei City in the second semester of academic year 2010; the samples were 235 main room tutors, sent 235 questionnaires and received 203 effective questionnaires, and the effective response rate was 86.38％. The research tool was self-edited “The Questionnaire of Main Room Tutors’ Teacher-Student Interactions and Classroom Management Effectiveness in Junior High Schools in New Taipei City”, and analyzed the received data by descriptive statistics, Chi-square test, independent sample T-test and one-way ANOVA; the conclusions were as follows:
1.Among the main room tutors’ teacher-student interactions “Influence” was superior to “Proximity”.
2.Among the main room tutors’ classroom management effectiveness in junior high schools in New Taipei City the dimension “relationships between tutor and parents” was the best. The dimensions “classroom atmosphere” and “effect of learning” were next. The dimension “discipline of classroom” was the lowest.
3. “High-influence High-proximity’s” classroom management effectiveness including hole dimension and each dimension was the highest; “Low-influence Low-proximity’s” was the lowest.
4. For male main room teachers “Low-influence Low-proximity” was significantly higher than “High-influence High-proximity” in junior high schools in New Taipei City; For female main room teachers “High-influence High-proximity” was significantly higher than “Low-influence Low-proximity”.
5. The main room tutors teaching Chinese had better interactions than those who teach
art and humanities
6. “Low-influence Low-proximity” was in the first place; “High-influence High- proximity” was in the second place and “Low-influence High- proximity” was in the third place; “High-influence Low- proximity” was the last.

並列關鍵字

Junior High School’s Main Room Tutor ； Teacher-Student Interaction ； Classroom Management Effectiveness

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