成長心態導向班級經營之行動研究——以國小二年級為例

Abstract

十二年國教之核心目標為培養終身學習者，以學生為主體，並以Dweck之成長心態為班級經營導向，引導學生覺察自我發揮潛力、勇於接受挑戰、不懼失敗，對學習永保熱情與毅力，適應日新月異的社會。本研究採行動研究方式探討成長心態運用在國小二年級班級經營之學習成效，以臺北市某國小二年級之42位學生為研究對象，進行兩循環的行動研究，一循環為期五週，共十週。過程中，記錄學生日常行為表現、學生作文與學習單之文件分析、師生互動、訪談記錄，探析成長心態導向之班級經營原則之學生學習成效。 本研究結果與發現如下： 一、成長心態導向之班級經營設計 成長心態導向之班級經營設計涵蓋三構面六原則，三構面為對話、行動、恆毅力；六原則為正向互動的教室氣氛、四層次對話、學習情境布置、以學習者為中心、確定目標、正念靜心，開展出成長心態的學習重點，於正式與非正式課程中實施，以班級經營方式將成長心態的信念與具體落實於真實情境，透過學生的行為表現、日常對話與學習文件作為學習成效評估之依據。 二、成長心態導向班級經營之學生學習成效 成長心態應用於班級經營，發現學生能將挫折視為成長過程的必經之路，遭遇失敗情緒時能自我覺察、適當表達並尋求援助，主動積極的解決問題。在成長心態導向班級經營的學習情境中，有助於學生養成正向思考與樂於助人的習慣，在互相扶持與彼此友愛的氛圍中，團隊的合作與努力，能展現堅韌恆毅力。 三、成長心態應用與班級經營能力之教師專業成長 透過行動研究，研究者提升班級經營能力，以及與家長、同儕互動能力；首先轉換教學視角，從教師中心到學習者為中心，運用成長心態帶領孩子成長，能以寬容與具體的建議陪伴與教導，從學生的改變看見成為教師的價值。 根據研究結果，建議將成長心態理念擴大至親師生互動中，未來研究方向建議應用成長心態於家庭教育以及不同教育階段班級經營與各領域教學中。The core goal of the twelve-year national education is to cultivate life-long learners, with students as the main body, and Dweck's growth mentality as the orientation of class management, guiding students to realize their potential, be brave to accept challenges, not afraid of failure, and always maintain enthusiasm and perseverance for learning , To adapt to the ever-changing society. This study adopts an action research method to explore the learning effectiveness of using a growth mindset in the management of the second-grade class in elementary schools. 42 students from a second-grade elementary school in Taipei Citywere used as the research objects to conduct a two-cycle action research. One cycle lasted for five weeks. A total of ten weeks. In the process, it records students' daily behaviors, file analysis of student composition and study sheets, teacher-student interaction, interview records, and explores the students' learning effectiveness based on the growth mentality-oriented class management principles. The results and findings of this research are as follows: 1.Growth mentality-oriented class management design The growth mentality-oriented class management design covers three dimensions and six principles. The three dimensions are dialogue, action, and perseverance; the six principles are positive interactive classroom atmosphere, four-level dialogue, learning situation arrangement, learner-centered, and determined Goals, mindfulness and meditation, develop the learning focus of a growth mindset, implement it in formal and informal courses, and implement the beliefs and specifics of the growth mindset in real situations through the use of students’ behavioral performance, daily conversations and learning documents. Basis for learning effectiveness evaluation. 2.The learning effectiveness of students with growth mindset-oriented class management The growth mentality is applied to class management, and it is found that students can regard setbacks as the only way in the growth process, self-aware, appropriate expressions and seek assistance when encountering failure emotions, and proactively solve problems. In a learning situation where a growth mindset is oriented to class management, it helps students develop the habit of positive thinking and helpfulness. In an atmosphere of mutual support and friendship, teamwork and hard work can demonstrate perseverance and perseverance. 3.The application of growth mentality and the professional growth of teachers in class management ability Through action research, researchers improve class management ability and the ability to interact with parents and peers; first, change the teaching perspective, from teacher-centered to learner-centered, use a growth mindset to lead children to grow, and be able to accompany and teach with tolerance and specific suggestions , See the value of becoming a teacher from the change of students. According to the research results, it is suggested that the concept of growth mindset should be extended to the interaction between teachers and students. Future research directions suggest that the growth mindset should be used in family education, class management and teaching in various fields at different stages of education.