懲罰與潛在課程 — 一個國中班級的個案研究 Punishment and hidden curriculum : A case study of a junior high school classroom

dc.contributor 劉美慧 zh_TW
dc.contributor.author 張惠晴 zh_TW
dc.date.accessioned 2019-08-28T08:58:38Z
dc.date.available 2015-7-17
dc.date.available 2019-08-28T08:58:38Z
dc.date.issued 2013
dc.description.abstract 本研究旨在探討國中教師運用懲罰措施對學生造成的潛在課程。本研究以個案研究瞭解北部某所國中八年級教師運用懲罰之動機和常用方法,及學生如何詮釋與因應,藉以分析懲罰的潛在課程。蒐集資料的方法包括訪談教師與學生、觀察師生互動以及文件分析,本研究獲致如下結論: 一、國中教師運用懲罰的主要動機為教育學生,常用方式是罰站及罰抄,教師過去求學時的被懲罰經驗會影響他們成為老師後的理念與做法,但均能因應教育政策改革而調整。 二、學生認為老師的懲罰具感化、懲戒和報應等多重目的,亦有學生認為老師會因個人情緒懲罰學生,而男學生最怕罰抄、女學生最怕罰站,均屬於懲罰分類中增加負擔一項。 三、教師運用懲罰措施會對學生產生潛在課程,學生對此潛在課程有接受、游離及抗拒三種詮釋,其影響因素是學校文化、認知落差、懲罰措施、同儕互動與師生關係,而使學生產生認知、情意及行為三個層面的影響。 四、師生對於懲罰之理解存在落差,懲罰對師生均產生潛在課程,教師常視懲罰為規訓學生的一種手段,注重懲罰的立即效果,即學生是否達到老師的要求、是否服從,而忽略了懲罰背後的價值,亦即培養負責任等公民素養。 根據上述結論,本研究提出以下建議: 一、在學校方面,宜加強宣導教師之法治及人權觀念,在運用懲罰措施時不應損害學生基本人權與受教權,並參納家長與學生意見,妥善制訂懲罰學生之規範,減少誤解與負面影響。 二、在教師運用懲罰方面,懲罰時需重視學生差異,避免讓懲罰產生負面潛在課程及學生偏差行為,並應營造良好師生互動,加強師生間之信任與關懷,進一步教導學生內在反省。 三、教師應關注懲罰在教育中的意義與目的,思考懲罰的正當性與合理性,懲罰學生不是只要求學生表面的順從,而是希望學生反思為什麼被懲罰?應如何改進?透過反思歷程慢慢內化行事規準,培養學生具備負責任的公民素養。 zh_TW
dc.description.abstract This study aims to explore the hidden curriculum created by disciplinary measures or punishments adoptedby junior high school teachers. By case study, this research investigated the motives and methods taken by eight grade teachers of a junior high school in northern Taiwan, and how students interpret and respond to such punishment, in order to analyze the hidden curriculum brought about by punishment. This study interviewed teachers and students to collect and analyze information, while observing their interactions. The conclusions are as follows: 1. The main motive of punishment used by junior high school teachers is to educate students to make them perform better. When students break rules or make academic mistakes, facing the wall and rewriting are two of commonly seen discipline measures. 2. From students’ point of view, the multiple objectives of discipline subsequently are not only being punished but also being influenced and reformed. A survey says male students do not tend to be punished by rewriting, while facing to wall is a turn down to female ones. 3. The disciplinary measures employed by teachers produce a hidden curriculum for students, while students may adopt three interpretations, namely acceptance, detachment, or resistance. The factors that influence how students interpret such punishment include campus culture, gap of recognition, disciplinary measures, peer interactions, and teacher-student relationships, all of which affect students in the three aspects of recognition, emotion, and behavior. 4. Regarding punishment, there is a gap of understanding between teachers and students. Punishment produces a hidden curriculum for teachers and students alike. Most teachers regard punishment as a means to discipline students and emphasize the immediate effect of punishment, they neglect the value behind punishment, including a sense of responsibility. Base on the above findings, the study offered suggestions for schools, teachers and future studies. en_US
dc.description.sponsorship 教育學系 zh_TW
dc.identifier GN0599002205
dc.identifier.uri http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0599002205%22.&%22.id.&
dc.identifier.uri http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89988
dc.language 中文
dc.subject 懲罰 zh_TW
dc.subject 潛在課程 zh_TW
dc.subject 個案研究 zh_TW
dc.subject punishment en_US
dc.subject hidden curriculum en_US
dc.subject case study en_US
dc.title 懲罰與潛在課程 — 一個國中班級的個案研究 zh_TW
dc.title Punishment and hidden curriculum : A case study of a junior high school classroom en_US
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