國小鐘點代課教師班級常規策略之研究

The Classroom Discipline Strategies of the Substitute Teacher in an Elementary School

林若蓁(Ruo-Jen Lin)

指導教授 ： 魏宗明

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2013年)

摘要

本研究探討國小鐘點代課教師班級常規策略。研究目的有四：(1)瞭解國小鐘點代課教師有效班級常規的策略；(2) 瞭解國小鐘點代課教師採用有效的班級常規策略因素；(3)探究國小鐘點代課教師在班級常規所面臨的困境（4）探究國小鐘點代課教師班級常規之困境解決策略。本研究採質性研究方法，採半結構方式深度訪談，蒐集3位國小鐘點代課教師有效的常規經營策略之資料。經由文本研究資料分析與整理，歸納出研究結果如下：
壹、國小鐘點代課教師有效的班級常規策略可分為班級常規的建立、班級常規的指導、班級常規的執行、不適當行為的處理和班級常規的內化五項。
貳、國小鐘點代課教師採用有效班級常規策略之因素分為教師、 學生兩個因素。
参、國小鐘點代課教師班級常規所面臨的困境來自教師本身因素、學生因素、環境因素三部分。
肆、國小鐘點代課教師採用的有效班級常規策略歷經「班級常規衝擊期」、「班級常規修正期」到「班級常規適應期」三個時期。
最後，依據研究結果，對即將成為初任鐘點代課教師者、學校、教育行政單位與未來研究者提出若干建議。

關鍵字

質性研究 ； 國小終點代課教師 ； 常規策略 ； 班級常規

並列摘要

Abstract
The current study aimed to investigate elementary school substitute teachers’ classroom disciplines and management strategies. And the goals of this study were to: (1) understand substitute teachers’ effective classroom disciplines and management strategies (2) find out substitute teachers’ efficient classroom disciplines and management strategies. (3) explore the plight substitute teachers encounter at schools. (4) probe into the problem-solving strategies which substitute teachers’ adopted in their classrooms. In this study, qualitative research was administered and the semi-structured in-depth interviews were also used to recruit data about three substitute teachers’ classroom management strategies. Qualitative data were analyzed and arranged through textual analysis. Based on the text collection and analysis, four results are addressed blow.
First, the efficient classroom disciplines and management strategies are divided into five parts, comprising the set of classroom disciplines, instruction of classroom disciplines, manipulation of classroom disciplines, internalization of classroom disciplines, together with the treatment of improper behaviors.
Second, dimensions that affect substitute teachers’ effective classroom disciplines were classified into teachers’ individual factors and students’ factors.
Third, substitute teachers’ plights in classrooms are described as follows from classified into teachers’ individual factors and students’ factors environmental factors in three parts
Fourth, substitute teachers’ classroom discipline strategies may be divided into three phases: conflicting, adjustment and adaptation. The three phases will contribute to teachers’ effective classroom discipline strategies.
Finally, based on the research results, made several suggestion are proposed for will become beginning substitute teacher, school, education, administrative units and future researchers.

並列關鍵字

discipline strategies ； classroom disciplines ； substitute teacher ； qualitative research

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