Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/25551
Title: 國民中學導師角色踐行之調查研究
Other Titles: Research Study on Role Fulfillment of Homeroom Teachers in Junior Secondary Schools
Authors: 謝州融
Issue Date: Jun-1984
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 教師一方面要滿足學生求知的需求,另一方面亦應為學生人格的典範,所以一個優良的教師不僅是個「經師」還得是個「人師」。導師制度規定導師除教學外,並指導學生敦品勵學,使其在品德修養、生活行為、待人接物等各方面合於規範,教育成為一個身心健全的知識份子,所以導師必須兼備「經師」和「人師」的特質,甚至人師重於經師。導師是學校教育的核心人物,教師中的教師,更是協助學生社會化的尖兵。隨著社會變遷,學生人數劇增,教育制度的改變,今日的教師,尤其導師,必須扮演多重角色,否則無法完成所負的時代使命。民國五十七年起實施九年國教以來,雖有導師責任制度之實施,但並未收到預期的彰顯的訓導績效,反而使許多教師不樂兼任導師職務,甚至視擔任導師為畏途。即使擔任導師,亦多未能善盡職責,其中原因錯綜複綜,實值得探究,以謀改進之策。
An excellent homeroom teacher can guarantee the success of the homeroom system. The thesis of this paper is to offer research regarding the multiple roles of the homeroom teacher in a junior high school and possible ways to enhance the fulfillment of the homeroom teacher's responsibilities in order to attain the goals of junior secondary education.The followings are the main points to be studied:I. The level of agreement that the homeroom teacher has with the role expectations placed on him or her.II. The degree of fulfillment that the teacher has actually achieved regarding his multiple roles.III. The attitude of the teacher toward the homeroom system in order to investigate the reasons why the system does not work well.IV. Based on the above conclusions, some suggestions are given as to possible ways to improve the present homeroom system.The research method adopted here is the investigatory one and the subjects are present junior secondary teachers in Taiwan.The main findings are:1. Role Expectation─Over 90% of the teachers who represent many subject areas agree with the items of the role expectation. This manifests the teachers' considerable understanding of their role as homeroom teachers and their willingness to fulfill it. However, there are still some teachers who either do not have the proper idea of their educational responsibility to society or they do not care to fulfill it.II. Role Fulfillment ─ Generally speaking, the teachers' actual role fulfillment is 10 to 20 percent lower than their level of agreement. As for the following items:teaching, evaluation, creativity and administration, agreement with role expectation and actual fulfillment is almost the same. For creativity it is the same.III. View points regarding the homeroom system ─ Different view points seem related to whether the teacher is male or female, married or unmarried. The difference between view points of male and female teachers is great.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/25551
Other Identifiers: CDD32445-C23D-F7EB-1728-5EABCD15127C
Appears in Collections:教育研究所集刊

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