國中國文科任教師班級經營策略之研究

Abstract

本研究為「國中國文科任教師班級經營策略之研究」，其研究目的如下：其一為探究國中國文科任教師班級經營之意義與工作內涵，其二為了解國中國文科任教師班級經營之策略，其三是分析國中國文擔任導師與科任教師間班級經營策略之異同，最後則是根據研究，提出結論與建議，以供現場中學教師及師資培育機構之參考。 在研究方法方面則是採用質性研究法，以四位國中國文科任教師為研究對象，使用訪談、觀察以及文件分析法進行資料的蒐集與歸納分析。最後則是根據文獻探討、研究發現與討論，歸納出的結論如下：

壹、國中國文科任教師認為班級經營的意義是在掌握之中去促成學生人格、態度、 自律的養成，班級經營的工作內涵則是集中於課程教學管理面向。 貳、國中國文科任教師處理常規問題大多限於在國文課堂當中，處理時先顧及大 部分的學生，並以同理、善意的角度處理之，若科任教師認為該事件須經由 導師再處理或輔導，則會告知導師。 參、國中國文科任教師利用對教材適當的調整以及在教學上轉換課程節奏，掌握 其教學時間及進度；分組競賽及討論的方式則能提高學生學習動機及參與 度，並且結合相關閱讀、故事、影片觸動學生的內心，並且讓學生更深入熟 悉課程內容，增進班級心理及學習氣氛。 肆、國中國文科任教師利用課堂上的觀察、考試本及作文簿來了解學生的狀況， 並且利用文字回應學生的求助及解決摩擦；透過導師或善用溝通技巧與家長 聯繫；與導師及同科教師接觸較為頻繁，教師同儕之間為合作之關係。 伍、導師為輔導常規的第一線，科任教師常以觀察為先；導師班容易因為處理班 務而耽擱教學進度，科任教師則無額外時間可運用，教學時間容易不足；導 師與學生關係緊密，但容易受累積的情緒影響，科任教師與學生關係輕鬆自 在，較能以客觀角度處理學生問題。This study aims to investigate the classroom management strategies of junior high school subject Chinese Teachers. The objective are: firstly, to study the significance and responsibility of junior high school subject Chinese teachers ; secondly, to understand the classroom management strategies of junior high school subject Chinese teachers; thirdly, to analyze the differences of classroom management between the homeroom Chinese teachers and subject Chinese teachers; and lastly, to conclude and give suggestions as references for both junior high school teachers on the scene and teacher training institutions. This research adopts qualitative research methodology on four Chinese teachers as research participants, collects materials by interviews, observations and document analysis, and proposes a summary and an analysis. The thesis, based on literature reviews, discussion and discovery, presents following conclusions:

1. Junior high school Chinese teachers consider that the significance of classroom management is to take charge of the classroom while the teachers cultivate students’ personality, attitude, and self-discipline; that responsibility of classroom management is to focus on the aspect of teaching management. 2. The Chinese teachers deal with classroom-disciplines issues in junior high school mostly during Chinese courses by both prioritizing taking care of majority students and interpreting these issues through the lenses of empathy and kindness. If Chinese teachers believe that it is necessary for homeroom teachers to rehandle the issues or give counseling, they will inform homeroom teachers. 3. The Chinese teachers manage to execute teaching schedule and progress by changing the pace of lecturing and arranging the Chinese class materials. Also, Chinese teachers employ group competitions and discussions to enhance students’ motivations and participation. Moreover, the teachers combine the Chinese class content with reading, stories and multi-media materials to tug at students’ heartstring, immerse them into content of classes, and foster class morale and learning atmosphere. 4. The Chinese teachers understand students’ situation by observing them in class, their exam books and their composition books. Then, the teachers used to using words to respond to students’ needs and resolve conflicts. Besides, they contact with students’ parents through homeroom teachers or by wisely using communication skills. 5. Homeroom teachers serve as the first line on classroom discipline, while subject teachers are usually observers at the start. In homeroom, the teaching schedule is easily delayed since homeroom teachers have to regularly handle classroom chores. Accordingly, subject teachers have no additional time to use or catch up their schedules. Lastly, homeroom teachers are very close with students, and therefore very likely to be influenced by accumulated emotion, precisely from this close relation. Meanwhile, the relation among subject teachers and students is relaxed and unrestrained, which makes subject teachers more able to objectively deal with students’ problems.