國小教師的角色原型及其師生關係和諧與衝突化解策略

Abstract

本研究旨在探討華人國小教師的教師角色原型以及教師在維護師生關係和諧與化解師生衝突所使用的策略。本研究採用質性研究的紮根理論方法進行資料分析，共訪談二十位研究參與者，6名男性，14位女性，平均年齡為40歲，師專畢業6位、師資班結業4位和師院畢業10位，導師15位，科任5位。研究發現，教師受到過去教育經驗與自身價值觀的影響，形成不同的教師角色，包括：師父、典範、照顧者、朋友與領導。從這些角色類型中，抽取出「擬親緣份」、「權力地位」與「信任服從」等角色形成因素。這些角色不僅對教師的主要工作內容、要求學生的標準皆有各自的主觀想法與期望，且各自衍生出一套師生相處和諧策略，包括：循序漸進、以身作則、視若己出、交流分享與運籌維喔。 在教學現場中，由於這些角色對學生的期望與實際表現所形成的落差，常成為引發師生衝突的主要原因；面對師生衝突，教師發展出各種軟硬兼施的衝突化解策略，包括提醒講理、寬恕包容、低調忍讓、權威壓制、爭論對峙。研究指出，不同角色的教師在使用師生衝突化解策略類型上亦有其偏好；從歸納角色功能、和諧策略與衝突化解策略的過程中，每種教師角色皆呈現出一套完整的行為劇本模式。 此外，教師藉由過往之教學經驗，會觀察學生內在個性，判斷學生外在行為表現，以區分出易產生衝突的學生類型，並根據學生個別差異與學習情境，藉由角色轉換來調整自己在師生關係中的角色，適時地轉移焦點與工作重心，以強化原有角色功能之不足，這不僅是化解師生衝突、經營師生關係和諧的重要方法，也是教師所應具備的重要能力。最後本研究依據研究結果進行討論，並提出對於未來研究以及教學實務工作的相關建議。This study is aimed to investigate the relationship between Chinese elementary teacher’s prototype of the role, the strategies of maintaining a harmonious relationship and conflict resolution between the teacher-student. This study adopts grounded theory and included twenty volunteer participants (six men and 14 women; mean age 40 years). A study found that teacher’s approach to education was influenced by past educational experiences and values, which take shape from different teacher roles, including master, model, caregivers, friends and leadership. It can be extracted three formation factor, such as similar parent-child relationship and fate, position of authority, convinced" from these role types .These roles are subjective and expectations in the work of teachers along with the required standard of students, they also develop the strategies of maintaining a harmonious relationship individually. These strategies include: step by step, instruction by example, seen as their own, sharing and exchange and strategy. In the teaching field, because of the gap between these expectations of students and the actual performance, it often becomes the main cause of conflict. To resolve these student conflicts, a teacher must develop a variety of carrot and stick strategies to mitigate these conflicts, including reminders, condoned, understated patience, authority to repression, arguing confrontation. Research indicates that different teachers have different preferences on the type of using conflict resolution strategies. In the inductive process of role function, harmonious and conflict resolution strategies, each of the teacher’s role revealed completes set of behavioral script mode. In addition, teachers will observe a student’s inner personality, judge student external behavior by past teaching experience in order to distinguish the students that prone to conflict. Teachers also accord to individual differences and learning contexts to adjust their roles in teacher-student relationship. To shift the focus and the point of work by strengthen the role’s shortage of function is not only the important strategies to resolve the conflict and keep harmonious relations, but also the important capability for teacher to be have. Finally, the implications of the results of counseling interventions and further research are discussed.