Publication:

國民中學班級經營問題及解決策略之研究

本研究旨在瞭解國民中學導師在班級經營方面的問 題，及從多元角度探討解決之策略。根據文獻探討的結果，本研究歸納出五個層面之班級經營問題，以為實證研究之基本架構，調查臺灣省國民中學導師於班級經營實際之情形。希望透過實況的瞭解，提出今後國民中學導師在從事班級經營之改進參考，或作為各師資培育機構及教師進修機構辦理類似師資培育課程規畫及進修之參考。為達成以上目的，本研究先探討班級經營之定義﹔次就有關班級經營實務及策略作深入探討，並設計調查的概念架構，編製『國民中學班級經營問題之調查問卷』乙份作為調查工具，並以臺灣省公立之國中導師為施測對象，進行實證調查。調查所得資料，經ｔ考驗、單因子變異數分析、薛費多重比較、皮爾生積差相關等統計方法加以分析處理。根據問卷填答者得分之高低，選取六位教師為訪談樣本，接受有關班級經營問題或策略之深度訪談；本研究另選取二位國民中學資深主任及二位師資培育機構教授「班級經營」科目之教授，接受有關班級經營解決策略之深度訪談。最後根據實際調查與訪談之結果，本研究綜合而成結論為：（一）就班級經營困難之程度而言，在五種層面中，導師對「教學經營」方面之困難程度為最高（其中又以「學生學業成就低落 的輔導」最為困難），依次為「學生偏差行為處理」方面、「物理環境經營」方面、「班級常規經營」方面、「人際關係經營」方面；（二）班級經營各層面問題之處理，其困難程度，皆與「學生偏差行為問題處理」之困難程度呈高度的相關；（三）造成班級經營困境因素有：家庭因素（包括家長之管教方式、各類問題家庭、家長過於忙碌）；學校因素（包括學校將學生能力編班所衍生的問題、教師工作負擔過重、缺乏有效的學校行政支援系統、班級學生數眾多）、文化因素（某些學生的偏差行為與文化背景有相當大的關聯）、導師本身因素（包括專業能力與領導方式）、學生個人因素（如學業基礎不足，學習動機不高）。（四）經營班級之策略分析，包括幾方面的策略：（1）學校制度要勇於跳脫傳統的限制，考慮學生真正的需要；（2）發揮學校團隊，善用社會資源，尋找社區的支援機構，共同解決班級經營所遭遇之問題；（3）瞭解學生的特性，建立良好師生關係；(4）透過不同的活動方式，營造積極的同儕文化；（5）運用各種管道，建立良好的親師關係（6）強調多元的能力與成就，讓每位學生都有成功的機會與經驗；（7）提供多元的課程選擇機會，將教材生活化，以激發學生學習的動機；（8）加強學生處理情緒的能力，教師摒棄體罰；（9）主動、積極地營造有利的班級氣氛，以預防學生問題的產生；（10）強化未來師資於班級經營的能力。根據結論，本研究提出以下建議：多辦理有關「教學經營」與「學生偏差行為處理」方面的進修；配合國民教育九年一貫課程的改革，強調多元智慧的教學；減少班級人數，落實小班小校的理念；教師以身作則，並透過活動設計，增加學生解決衝突的能力；進一步研究探討之建議。

This study investigated classroom management problems and problem-solution strategies at the junior high school level. The objectives of this study were: (1) to understand what kinds of problems junior high school teachers have in managing their classrooms; (2) to understand the factors perceived

to cause the problems of classroom management; (3) to understand what strategies junior high school teachers（supervisors, and teacher educators）suggest to resolve the problems of classroom management.The literature review in this study concerned three topics: the definitions of classroom management,what can teachers do to have effective classroom management, and classroom management practices and strategies. Respondents in this study included 1378 classroom teachers at the junior high schools and 10 interviewees. Six of the interviewees were classroom teachers of junior high schools drawn from among questionnaire respondents for in-depth interviews, two interviewees were teacher educators who taught「Classroom Management」courses in the teacher preparation institutions, and two interviewees were supervisors of the junior high schools. Questionnaire and semi-structured interviews were applied to collect data. According to the responses on the questionnaire, among five aspects of classroom management practices, classroom teachers of junior high schools selected by this study felt difficult the most about the aspect of “planning and conducting instruction”, the next most about “dealing with student behavior problems”. There was a significant correlation among each aspect of classroom management practices. Classroom teachers of junior high schools interviewed in this study reported that the factors causing difficulties in the classroom management were school policy, class size, family environment, student learning ability and motivation, and professional ability of the teacher. In order to be effective, interviewees in this study presented the following strategies to improve the practices of classroom management: (1) school policy should be flexible based on students’ needs; (2) it needs family-school-community collaboration to deal with the problems of classroom management; (3) positive teacher-student relationships, positive student peer-relationships, and good teacher-parent relationships should be established; (4) in order to simulate learning motivation, curricula of junior high school should be practical and optional; (5) providing each student with a successful opportunity, don’t evaluate students’ achievements by using a single standard; (6) school should teach students conflict resolution and mediation skills to eliminate conflicts, and teachers need to look for more effective way to replace corporal punishment as a means to resolve student problems; (7) classroom management should more focus on the management of classroom climate, classroom administration, classroom learning environment, and classroom learning activity rather than focus on correcting or controlling student behaviors; (8) teacher preparation should provide more opportunities for students to experience how to manage a class by observing, practicing, and discussing. Suggestions for improving classroom management practices, such as providing seminars with respect to “planning and conducting instruction” and “dealing with student behavior problems” to classroom teachers of the junior high schools, stressing teaching and learning through multiple intelligence, reducing class size, and increasing student ability to resolve conflicts also surfaced in this study.