臺北市國民中學師生衝突成因與處理策略之個案研究 A Case study on the causes of conflict between teachers and students and coping strategies of junior high schools in Taipei City

dc.contributor 游進年 zh_TW
dc.contributor.author 陳曉瑩 zh_TW
dc.contributor.author Hsiao-Ying Chen en_US
dc.date.accessioned 2019-08-28T09:34:55Z
dc.date.available 2019-7-11
dc.date.available 2019-08-28T09:34:55Z
dc.date.issued 2014
dc.description.abstract 本研究旨在探討臺北市國民中學師生衝突成因與處理策略,採個案研究法進行,以立意取樣的方式,選擇12位教師進行半結構式訪談以蒐集資料來源,回應研究目的與問題。 本研究旨在探討國民中學師生衝突成因與處理策略之情形,聚焦在國民中學導師的成因與處理策略的兩個層面。成因包含四個層面:教師方面、學生方面、師生互動方面及其他方面;處理策略包含五個層面:合作、競爭、妥協、逃避及順應等,再分別探討每一個層面中的師生衝突情形。本研究結論歸納如下: 一、教師管教方面的衝突主要包含:教師管教方式未保留彈性、教師管教方式未 取得家長的支持與配合及教師管教未能先親自了解狀況等三個層面。 二、學生不當行為的衝突主要包含:學生干擾秩序,影響教師教學、學生行為不 符規範,挑戰教師權威及學生另類行為,觸犯教師底線等三個層面。 三、資淺教師面臨的師生衝突成因主要為教師管教方式未取得家長的支持與配 合、學生情緒起伏大,無法自我控制及師生間期望上的差異。 四、教師處理師生衝突時,最常使用的是合作策略,主要包括:建立原則方向,     彼此互相尊重、開放溝通管道,講道理規勸及了解學生的個性,正向鼓勵給   予引導等三個層面. 五、教師處理師生衝突時,因為期待學生有所成長,較少運用「順應」策略。 六、面對單一師生衝突事件時,資深教師較常使用多元處理策略;資淺教師則多   使用單一策略為主。 七、面對多數師生衝突事件時,資淺教師最常使用「妥協」及「逃避」策略。 基於本研究的發現與結論,分別對教師、學校及未來研究,分別提出相關建議以供參考。 zh_TW
dc.description.abstract This study was aimed to investigate the causes and coping strategies of teacher-student conflict in junior high schools in Taipei. Twelve teachers were selected through purposive sampling and semi-structured interviews were conducted to collect data sources to respond to research purposes and problems. The case study focused on the “causes” and “coping strategies” of the conflicts between junior high school homeroom teachers and students. The “causes” contain four aspects: teachers, students, interactions and others, while the “coping strategies” contain five aspects: cooperation, competition, compromise, escape and responsiveness. The teacher-student conflict situations in every aspect were examined. The findings are summarized as follows: 1.The “conflict caused by teacher’s discipline” consists primarily of three levels: “teacher’s discipline being not flexible enough,” “teacher’s discipline without parental support and cooperation” and “teacher’s failure to understand the situation in person.” 2.The “conflict caused by student’s misconduct” consists primarily of three levels: “student’s behavior disturbs class order and teaching,” “student’s behavior contradicts with norms and challenges the authority of teacher” and “student’s behavior violates teacher’s bottom line.” 3.Novice teachers face conflicts because “teacher disciplines without obtaining parental support and cooperation,” “teacher’s expectation differs with student’s” and “student lacks self control.” 4.When teachers are dealing with conflicts with students, the most commonly used strategy is “cooperation,” which mainly includes three aspects: “developing principles and respecting each other,” “opening channels of communication and reasoning” and “understanding student’s personality and giving positive encouragement and guidance.” 5.When teachers are dealing with conflicts with students, hoping that students become mature, they use the responsiveness strategy less. 6.When facing single teacher-student conflict, experienced teachers more often use multi-processing strategy, while novice teachers tend to be single policy-based. 7.When facing teacher-student conflict, novice teachers usually use “compromise” and “escape” strategies.  Based on the above-mentioned findings and conclusions, this study proposes suggestions as reference for teachers, schools and further researchers. en_US
dc.description.sponsorship 教育學系 zh_TW
dc.identifier GN0698000416
dc.identifier.uri http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0698000416%22.&%22.id.&
dc.identifier.uri http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90231
dc.language 中文
dc.subject 師生衝突成因 zh_TW
dc.subject 師生衝突處理策略 zh_TW
dc.subject causes of teacher-student conflict en_US
dc.subject coping strategies of teacher-student conflict en_US
dc.title 臺北市國民中學師生衝突成因與處理策略之個案研究 zh_TW
dc.title A Case study on the causes of conflict between teachers and students and coping strategies of junior high schools in Taipei City en_US
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