相遇的時刻－一位國中輔導老師陪伴學生的敘事研究
| dc.contributor | 李佩怡 | zh_TW |
| dc.contributor.author | 許維峰 | zh_TW |
| dc.date.accessioned | 2019-08-28T10:50:15Z | |
| dc.date.available | 2011-7-19 | |
| dc.date.available | 2019-08-28T10:50:15Z | |
| dc.date.issued | 2011 | |
| dc.description.abstract | 本研究旨在從我陪伴學生的經驗中，探討我與學生相遇及非相遇的師生關係內涵、相遇在教育中的意義及我是如何在教育現場與學生相遇。研究方法採用敘事研究法，除了我的自我敘說外，也以立意取樣的方式，邀請五位學生接受訪談，並依據Lieblich等人（1998）提出的「整體－內容」與「類別－內容」分析模式進行資料分析與整理。研究發現如下： 一、我與學生相遇之師生關係的內涵為(1)像朋友般的師生關係；(2)像「第二個」家人般的師生關係；(3)像與「生命導師」互動般的師生關係；(4)處處皆可相遇。 二、我與學生非相遇之師生關係的內涵為(1)上對下的關係；(2)角色關係。 三、我認為相遇在教育中的意義為(1)相遇讓老師成為真實的存有；(2)相遇讓老師得著滋潤，獲得感動與力量；(3)相遇讓老師的心境超越義務性的情感工作，進入自發性的情感工作；(4)相遇讓老師發揮影響力，由內而外的轉化學生；(5)相遇可以提供學生安全堡壘，轉化家庭失能的社會現象；(6)相遇避免學生被物化；(7)相遇讓學生不再壓抑自己，在生命導師的接納引導下，在關係中成為真實的人；(8)唯有相遇，才能真正地陪伴。 四、我如何與學生相遇為(1)省思角色的「應該」，以人的樣貌與學生交流；(2)放下印象、暫緩意圖，以開放的態度直接與學生對話；(3)建立安全信任，以尊重敞開的心關懷回應學生；(4)放下單向的獨語，以積極的傾聽感受回應學生；(5)相信人性的美善，以真實的自我投入關係；(6)超越對外在表現的專注，以人性的本然接觸學生的內心世界；(7)放下知識為主體的專業迷思，以整全的存有與學生交流；(8)覺察倫理的迷思，以坦然的態度接受相互的滋養；(9)放下單一價值的偏頗，以多元的眼光欣賞學生整全的存有；(10)超越表面的批判，以同理的心情體貼學生的需求；(11)超越對成果的專注，以陪伴的心情支持學生生命成長。 最後，研究者進行綜合討論，並提出研究限制與建議，以及研究者的反思。 | zh_TW |
| dc.description.abstract | Purpose of this research was to explore the contents of teacher-student relationship specifically in the encounter and non-encounter aspects in addition to the encounter significance within the context of education and how I encountered with students in the onsite educational environment. The narrative research method was adopted; other than my narration, purposive sampling was also applied, and this was accomplished through inviting five students for interviews. Moreover, the data were analyzed with holistic-content and category-content modes according to Lieblich et al. (1998). The findings of this research are as follow: 1. The contents of the teacher-student relationship within my encountering with the students were (1) teacher-student relationship could be characterized as friendship; (2) Relationship could be characterized as members of “second family” to each other; (3) Relationship could be characterized as interactive “mentor of life”; (4) Encounter could have happened at anywhere and any place. 2. The contents of the teacher-student relationship within my non-encounter with the students were (1) Essentially a top-down relationship; (2) Role model relationship. 3. The significance within the educational context derived the encounter would manifest as (1) The encounter enabled the teacher as the authentic being; (2) The encounter nourished the teacher and enabled the teacher with a sense of touching and new-found inner strength; (3) The encounter enabled the teacher’s mind surpassing the obligatory emotional works and entering into the emotional state of spontaneity; (4) The encounter enabled the teacher with the influential capability which would transform the student from internally to externally; (5) The encounter could provide student with a secure base and transform the social phenomenon of dysfunctional family; (6) The encounter could prevent students from being objectified; (7) The encounter could render students no longer suppressing themselves, under the embrace and guidance from the mentor of life, the students could grow up to be real persons within the context of relationship; (8) Only through encountering, could it be possible to have realistic companionship. 4. As for how I encountered with students, they primarily were (1) the “should-be” of the reflective role, communicated with students as a human being; (2) Let go of the images, slowed down on the intentions, directly dialogized with student via open attitude; (3) Established a safe trust so as to respond to students with reopened caring from true respects; (4) Laid down the unidirectional monologue, responded to students via proactive listening and feelings; (5) Placed trust to the basic human goodness, and injected the truthful selfness into the relationship; (6) Surpassed the focus on the external performance, encountered the inner world of the student via human authenticity; (7) Laid down the professionally knowledge-based myth, communicated and interacted with students via the whole being as a teacher; (8) Perceived the ethical myth and accepted the mutual nourishments through calm and peaceful attitude; (9) Laid down the bias of singular value and appreciated the student’s whole being via diverse perspectives; (10) Surpassed the superficial criticism and was considerate to the student needs via empathy; (11) Surpassed the focus on achievements and performances, supported students’ growth through the mindset of companionship. Lastly, the researcher shall proceed to comprehensive discussions in addition to proposing research constraints and recommendations as well as reflections from the researchers. | en_US |
| dc.description.sponsorship | 教育心理與輔導學系 | zh_TW |
| dc.identifier | GN0597012102 | |
| dc.identifier.uri | http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0597012102%22.&%22.id.& | |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90798 | |
| dc.language | 中文 | |
| dc.subject | 國中輔導老師 | zh_TW |
| dc.subject | 師生關係 | zh_TW |
| dc.subject | 相遇 | zh_TW |
| dc.subject | 馬丁布伯 | zh_TW |
| dc.subject | 陪伴 | zh_TW |
| dc.subject | 敘事研究 | zh_TW |
| dc.subject | junior high school guidance teacher | en_US |
| dc.subject | teacher-student relationship | en_US |
| dc.subject | encounter | en_US |
| dc.subject | Martin Buber | en_US |
| dc.subject | companionship | en_US |
| dc.subject | narrative research | en_US |
| dc.title | 相遇的時刻－一位國中輔導老師陪伴學生的敘事研究 | zh_TW |
| dc.title | Moment of Encounter: A Narrative Research of a Junior High School Guidance Teacher Accompanying His Students | en_US |