國中導師班級經營中輔導角色與功能之質性研究

Abstract

本研究目的了解國民中學導師有效的班級經營歷程中，與學生共築哪些經驗，使用哪些策略和方式，導師能在班級經營中發揮其功能。研究邀請台灣北區9名在職的國中導師為對象，男性2位，女性7位，平均年齡43歲。研究方法為質性研究，採用敘說導師經驗故事為主，並以紮根理論研究方法進行訪談、資料整理及分析。研究結果：導師有效班級經營的兩大歷程為：「仁師陪伴成長」及「個人跟系統間問題的紓解」。在「仁師陪伴成長」之功能下，以因應學生個人問題導師能彈性扮演不同的角色協助處理學生議題，導師可以做為：「照顧者」、「夢想激勵者」、「校園生活協助者」及「心靈捕手」的角色。在「個人跟系統間問題的紓解」的導師功能底下因學生個人與系統間的衝突或特殊事件，導師的協助角色則為「排解衝突的示範者」、「紀律與常規的管理者」及「倫理價值觀的提醒者」。本研究最後針對結果，提出相關建議與討論。

The objective of this research is to understand in the process of effective middle school room teachers’ class management what are the experiences learned from working with students, the methods and strategies used, and functionality of the teachers. The research invited 9 current room teachers from northern Taiwan, 2 male and 7 female of the average age of 43 years old. The research methodology is based on through qualitative interview approach, with storytelling as the baseline interview framework. It uses a solid theoretical observational interview method, data collection, and data analysis. Results from this research: there are two main processes to effectively manage classes （1） teachers function as benevolent and kindhearted teachers for growth and companionship （2） teachers function as personal and systematic problem solvers. Under the “teachers as parents” scenario, the teachers accommodate student personal issues and play roles as ‘care-taker’, ‘dream inspiratory’, ‘campus life facilitator’, and ‘spirit catcher’. Under the “personal and systematic problem solver” scenario, the teachers interface between the students and the school system during conflicts and special events. The roles of the teachers change between ‘role model to resolve conflict’, ‘enforcer of disciplines and rules’, and ‘reminder of value systems’. Finally, this research provides important relevant suggestions and discusses.