教師對成人學生的分類與互動策略
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Date
1997-06-??
Authors
王美文
Journal Title
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Publisher
國立臺灣師範大學社會教育學系
Department of Adult and Continuing Education, NTNU
Department of Adult and Continuing Education, NTNU
Abstract
本研究旨在瞭解我國國小補校教師對學生的分類狀況、教師對各類學生的互動策略，以及教師所採取的這套分類系統與互動策略有關的因素，藉此瞭解國小補校教師對國小補校教育與學生特質的知覺，以供師生互動與進一步研究的參考。本研究採民族誌的研究法，所得結果如下：一、教師對學生的分類：主要將學生分成「認真型」、「愛來不來型」、「尊重老師型」、「不懂事型、「熱心型」、「支持型」與「冷漠型」。該分類系統顯示國小補校學生學習態度與做人處事，明顯的比學業成就和能力受到重視。而教師對學生的分類標準，可能受到教師對學生的期望與教學理念的影響。二、教師對符合期望的學生在教學與考試上採取「妥協」策略，並採取「鼓勵」、「關心」甚至「獎勵」的策略。教師的互動策略顯示，主要受到教師對學生特性的知覺、教師期望與教師自我利益的影響。研究顯示國小補校情感支持先於知識傳授，強調輕鬆合作的學習氣氛以及教學要能符合學生主觀的需要。
Pictures or typifications constructed by the teacher were his definitions of what was "real" about each student. Strategies were ways of achieving goals. The study focus on discovering what typifications and strategies the teacher had of his adult students, and what counts as typifications and strategies to be made available and evaluated in the classroom. The empirical data were collected by enthnographic method. The chief findings were: 1)these students were nominate as four groups: idler students, rudeness students, indifference students, considerate students. The typifications suggest that adult students assessed as good readers received less attention from the teacher than those defined "well-behaved" students. 2)The teacher used three basic strategies in seeking to go on his teaching: (A) Teacher paid more attention to those students who conform to his expectations, and negotiated with them in school work. (B)Teacher ignored or gave up those students who were offen absent, for legitimate acquisition of "free periods". (C)Teacher took the edge off fructiousness when students were talktive or threatening in the courses. And thus prevent incident arising. It is manifest that, in adult basic education, supports of emotion to students had precedence over transmitting knowledge to them. Based upon the conclusions, reflections on the earlier researches and suggestions for further one were also presented.
Pictures or typifications constructed by the teacher were his definitions of what was "real" about each student. Strategies were ways of achieving goals. The study focus on discovering what typifications and strategies the teacher had of his adult students, and what counts as typifications and strategies to be made available and evaluated in the classroom. The empirical data were collected by enthnographic method. The chief findings were: 1)these students were nominate as four groups: idler students, rudeness students, indifference students, considerate students. The typifications suggest that adult students assessed as good readers received less attention from the teacher than those defined "well-behaved" students. 2)The teacher used three basic strategies in seeking to go on his teaching: (A) Teacher paid more attention to those students who conform to his expectations, and negotiated with them in school work. (B)Teacher ignored or gave up those students who were offen absent, for legitimate acquisition of "free periods". (C)Teacher took the edge off fructiousness when students were talktive or threatening in the courses. And thus prevent incident arising. It is manifest that, in adult basic education, supports of emotion to students had precedence over transmitting knowledge to them. Based upon the conclusions, reflections on the earlier researches and suggestions for further one were also presented.