是「輔」也是「導」—提升團體動力增進班級經營效能之行動研究

Abstract

本研究旨在探究一位擁有輔導專長之初任導師融合了「輔」及「導」之角色，透過「輔」及「導」的融合與交互作用，以達到本行動研究之目的：提升團體動力增進班級經營效能。 為達上述目的，本研究以我於108學年度新接任導師班級—706中的25位學生為研究對象，進行兩階段循環的行動研究。首先透過文獻探討了解班級經營效能的意義及評鑑指標，並以此為基礎發展提升「團體動力」之輔導課程、工具及提升「班級經營效能」之班級經營策略。

本研究實施期間為108年8月至109年5月，第一循環為108年8月至109年1月，第二循環為109年2月至109年5月，期間透過輔導課程學習單、教師觀課紀錄表、教學省思札記、團體動力評量規準兩次測驗、學生札記等，分析班級學生在團體動力的改變與歷程，並於109年5月透過科任教師、班級學生訪談，分析班級經營效能之成效。

本研究結果如下： 一、「導」的班級經營重「質」不重「量」； 二、「輔」的團體動力課程讓班級有更多交流對話的空間與機會，也能看見學生不同面向的思考；三、「輔」的課程素養實踐在「導」的真實生活中，課程與班級經營策略的相輔相成，對於班級團體動力的養成有正向影響；四、「輔」與「導」與「專輔」的合作，身為輔導導師在角色轉換中仍有需要專輔專業協助的需求，與系統的合作是班級經營中非常重要的一個部分。The specific objective of the research study is to explore a Taiwanese junior high school novice teacher playing roles in a mental health counselor and a homeroom teacher, with positive influences of counseling-teaching interaction, we reach our goal to improve group dynamics and enhance classroom management effectiveness. First, I conducted amounts of literature reviews, realizing the value and performance indicators of classroom management effectiveness. Then, by following the previous value and performance indicators, I developed school counseling curriculums and designed teaching materials to improve group dynamics; simultaneously, we provided strategic recommendations for enhancing classroom management effectiveness. The research was divided in two parts ,beginning on August,2019 and ending on May,2020.The first part of this study started from August,2019 and ended on January,2020 , the second part started from February, 2020 and ended on May, 2020. By using counseling worksheets, classroom observation forms, teachers' reflective journal writings, two tests on group dynamics score , students' journal writings, I analyzed the learning Record and the behavior change on group dynamics. On May,2020, we conducted interviews on school teachers and students to evaluate improvements to classroom management effectiveness.

The results from the study showed that： 1.As a homeroom teacher, we believe that the quality of classroom management is more important than quantity. 2.As a school counselor, we not only develop school counseling curriculums to create a favorable environment and opportunities for students to get to know each other, but also observe students thinking from multiple perspectives. 3.Putting counseling literacy learning into practice within daily activity training offers a natural complementarity with counseling and teaching,having postive influences on the growth of Group Dynamics. 4.With the cooperation of a school teacher roling as a counselor and a fulltime on-campus counselor, transitioning from a school Teacher to a school counselor still needs professional assistance from a trained counselor.The cooperation system between a school teacher roling as a counselor and a fulltime on-campus counselor is a considerable part of class management.