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dc.contributorChang, Ming-Chiehen_US
dc.contributor.authorChen, Wen-Chunen_US
dc.description.abstract本研究旨在探討國中教師運用臉書進行師生互動,主要有四個研究目的:一為了解國中導師使用臉書進行師生互動的動機與目的,二透過人際互動理論以及師生互動理論,探討國中導師運用臉書與學生互動的情形,三為分析國中導師透過臉書進行師生互動所帶來的影響。 本研究以訪談法為主,一共訪談六位使用臉書進行師生互動的國中導師,並以文件分析法為輔,藉由蒐集教師與學生在臉書上互動的紀錄,更深入地描繪臉書上的師生互動的樣態。在分析研究資料後,根據文獻探討、研究發現與結論,獲得以下結論: 壹、國中導師針對自身不同的需求,選擇不同互動類型,並於臉書上劃分公私領域之疆界。 貳、臉書能夠呈現正向的自我,並能更豐富地呈現自身的教學和班級經營成果。 參、臉書能夠凝聚班級向心力,深化與學生的關係。 肆、臉書僅是眾多溝通管道的其中一環,亦有自身的侷限。 最後,本研究歸納所有受訪者在使用臉書進行師生互動時,所面臨的困擾和擔憂共有三個面向:公私領域的界線、工作時數的延伸以及師生關係的拿捏,因此,繪製出臉書上的師生互動光譜,供教師檢視自身對於在臉書互動的期待,儘可能避免使用臉書進行師生互動產生的風險,同時幫助國中教師了解自己是否適合使用臉書進行師生互動,以及決定何種類型(本尊帳號、分身帳號、粉絲專頁、社團)的互動方式適合自己。 關鍵字:臉書、國中導師、師生互動zh_TW
dc.description.abstractThis study explores how junior high school homeroom teachers interact with students with Facebook. The primary methods are interview and documents analysis. Six participants will be interviewed in this study according to different types of interaction, including different types of accounts, separate Facebook accounts, groups, and fan pages. Document analysis will be based on the interaction between students and teachers on the Facebook. The purposes of this study are (1) to know what motivates junior high school homeroom teacher to use Facebook to interact with students, (2) to discuss teacher-student Facebook interaction in junior high school context, and (3) to discuss the impact on teacher-student interaction after using Facebook. Based on the collected data and data analysis, here are the findings: 1. Junior high school homeroom teachers choosedifferent modes of interaction to meet their diverse teaching needs and protect their private sphere. 2. Junior high school homeroom teachers are capable of sharing students’ learning outcome on Facebook. Their activities on Facebook reveal their positive self-images. 3. Teachers can strengthen and deepen the relationships with students and parents by Facebook. 4. Last but not least, Facebook has its own limitations and risks. First, not all the students have Facebook accounts or use it frequently. Second, most teachers tend to act passively on Facebook due to unequal power relations. Third, teachers are concerning about causing blurry privacy and authority boundaries after using Facebook. Finally, based on the findings, the interaction spectrum is provided. Teachers can examine whether to use Facebook as a communication tool and in which way to interact with students. keywords:Facebook, junior high school homeroom teacher, student-teacher interactionen_US
dc.subjectJunior high school homeroom teacheren_US
dc.subjectStudent-teacher interactionen_US
dc.titleA Study of Teacher-Student Interaction on Facebook: Junior High School Homeroom Teachers’ Perspectivesen_US
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