學生民主參與和法治理念向下扎根之研究-從國小教師班級經營的角度出發

Abstract

本文旨在從教師班級經營的角度出發，探討國小教師在學生參與班級事務的範圍、班級組織的組成、班級管理的方式、規範制度的建立、紛爭處理的原則及教師輔導的介入等面向，若能注入民主參與及法治理念的概念，則在國小班級的小型學校社會生活中對於學生在民主法治學習的影響，以建構符合民主和法治理念的可行模式，並進一步將建構出的模式運用於校園，俾達到學生民主參與和法治理念向下扎根之目標。 本研究採用質性研究方法，以台北地區兩所國小高年級各一班的教師及學生為研究對象，以班級實地觀察、深度訪談、非正式訪談、座談等方法進行文件資料蒐集；並透過三角檢証、同儕檢核、撰寫訪談手札等方式，確保研究的信實度。在經過發現問題、尋找問題、解答疑惑等繁複的研究歷程後，發現學生在「教師中心」或「學生中心」的班級經營模示，在民主參與和法治理念的學習成效有顯著不同。 本研究結論如下： 一、「學生中心」的班級經營模式，學生在「民主參與」方面，學習到正確的民主認知、負責的態度、自由表達意見、發展自治自律等能力。 二、「學生中心」的班級經營模式，學生在「法治理念」方面，形成提升規範價值認知發展、養成守法負責態度、認識自身權利義務等意識。 三、國小教師透過班級經營，輔導學生民主參與和法治學習時，所扮演的角色和引導介入的方式－從教育診斷、發現問題來切入。 四、教師在班級經營中進行民主法治課程及活動的可能方式－從開放班級事務的討論開始。 五、學生參與班級公共治理和訂定共同生活規範的可能方式－從健全班級組織及規約起步。 最後，綜合上述研究結果，提出在國小實施民主法治理念的建議，以提供教育行政機關，學校相關人員及未來後續研究之參考。With the teachers' classroom management as starting point, this study inspects the outcomes of implementing the concept of democratic participation and legal system ideology by the teachers in students' classroom affair participation, class organization's formation, methods of classroom management, policy making, principles to dispute handling and teachers' involvement in counseling the students, etc. The study shows the affects of such implementation to the learning of democratic legal system by students of elementary school's small school society, to structure viable model that complies with democracy and rule of law and further apply the model in schools, thus achieving the goal of setting democratic participation and legal system ideology foundation in students. This study used qualitative research methods, with teachers and upper-class students from each of two elementary school in Taipei as subjects. The data and documentary information were collected through field observations from the classes, in-depth interviews, informal interviews, group discussion, etc. Methods such as triangular inspection, peer check , written interviews, etc. ensured the truthfulness and credibility of the study. After discovering and searching problems, answering uncertainties, and other complicated studying process, the study showed significant differences in the learning efficiency and result of democratic participation and rule of law by students in “teacher-centric” and “student-centric” classroom-management models.

The findings are as follows: 1. In a "student centered" classroom management model, the students were able to learn, in the aspect of “democratic participation,” the correct understanding of democracy, responsible attitude, freedom of expression and develop self-discipline. 2. In a "student centered" classroom managementmodel, on the aspect of “legal system concept,” the students formed enhanced understanding and development of normative values, law-abiding and responsible attitude, understanding of their own rights and obligations and other awareness. 3. The roles of the elementary school teachers and their methods when counseling students in their learning of democratic participation and the rule of law —approach through educational diagnosis and problem identification. 4. Possible ways for teachers to implement democratic law-raleted programs and activities in class—starting with open discussion of class affairs. 5. Possible ways for students to participate in class governance and policy making—starting from making class organizations and policies.

Finally, the study sums up the above findings and proposed advice for implementing democratic legal system ideology in elementary school as reference for educational administrative agencies, school-related personnel and future studies.