國中校園暴力衝突事件處理方式之研究

Abstract

摘要

本研究的主要目的，係在瞭解國中校園暴力衝突事件的問題；探討其成因及衝突事件處理的相關理論，提出「國中校園暴力衝突事件處理的方式」，以作為處理校園暴力衝突事件之參考。 為達成研究目的，本研究以教育行動研究法，做文獻探討及問卷調查。文獻探討方面，主要是探討校園暴力衝突事件的成因及衝突事件處理的相關理論。問卷調查方面，則從學校訓導處的檔案作資料分析，編製「校園暴力衝突事件的處理流程與處分規準」評量表，進行問卷調查。最後綜合文獻探討及問卷調查的資料分析，結合教育實務經驗，提出「國中校園暴力衝突事件的處理方式」的研究結果與建議。 本研究之問卷調查對象為所服務國中的師生，向學生，發出問卷304份(回收281份)。教師發出100份(回收74份)。向學校師生發出問卷共計404份(回收355份)。問卷統計處理係以統計套裝軟體SPSS for Window 11.01版為主要運算工具，進行統計分析。

綜合文獻探討及問卷調查的資料分析， 本研究獲得以下的結論: 一、 校園暴力衝突的現況顯示，臺灣屬於校園暴力程度較輕微的國家，所服務的國中校園相當安定，教師>高年級生>低年級生，認為學校是安全的地方。 二、 學生暴力衝突事件的成因，顯示家庭因素為第一，其次為個人具有暴力的心理特徵 三、 從理論探討顯示，應將暴力衝突的理論觀點納入學校組織管理之中 四、 學校暴力衝突的型態，顯示以強欺弱的類型為主，同學年男學生為多數，暴力行為單純，高年級高重犯率。 五、 學校對於輕微的學生衝突，顯示多數不給予校規處分，處分程度平均為6.36次警告(約為2次小過)，且依衝突層級處分。 六、 導師意見的提供顯示與事件的層級有關連，層級較高與較嚴重的暴力衝突，數據及資料較充足明確。 七、 過去對於學校暴力衝突的處理方式，顯示學生與老師瞭解程度不高。但男性教師普遍較瞭解。 八、 學生與老師目前對於校內暴力衝突的看法，存在著明顯差異。且顯示對於弱勢群體的保護仍嫌不足。 九、 整體校園安全的評價顯示，師生都相當有安全感，且教師比學生更持樂觀的態度。 十、 暴力衝突處理流程的評量顯示，多數教師與學生不熟悉，高年級學生持比較負面評價。 十一、 暴力衝突處分規準的評量顯示，各年資教師皆持正面肯定的態度，男教師持較高的評價，但男學生持較低的功能評價與接受程度。高年級學生明顯較中低年級學生持低認同。

根據研究結論，對教育行政與學校行政單位，提出「國中校園暴力衝突事件的處理方式」的實施與改善建議: 一、 適度調整學校規模的大小，使教育資源能有效的分配給學生。 二、 增設國中的「國教訓輔輔導團」，協助學校研究與處理學生輔導管教問題，提升教師教學士氣，增加家長的信心，減少越區就學，穩定學區制度。 三、 重視訓輔人員的輔導與管教知能與態度，透過教育行動研究，發展學校本位的暴力衝突處理方式。 四、 加強學生的法治教育與團體生活知能，遵循學校的行為規範，增加校園安全與班級安定。 五、 建立知識管理系統呈現教學研究成果，擴大教育的專業力量，提升整體的教育績效。 六、 發展學校本位的教育行動研究，奠定「教育工作者即行動研究者」的教育專業地位。The Measures Against Violent Conflicts On the junior high school Campus

Abstract

In order to offer effective measures against the violent conflicts on the junior high school campus, the researcher collected information of various events filed in his own school, analyzing the cause of each conflict and evaluating the effectiveness of some relevant theories that cope with such conflicts.

Based on the action research , this study has also adopted the approach of literature review and questionnaire to reveal the present situation on campus. The relevant theories concerning both the factors and solutions of the violent conflicts on campus were first carefully discussed. Then, according to the analyses acquired from the researcher’s school files, a questionnaire was compiled for understanding the teachers’ and the students’ cognition and opinion about “the procedure and punishment for violent conflicts on campus.” 281 copies of effective samples out of 304 copies of questionnaire dispatched to the students and 74 out of 100 to the teachers were collected, which makes altogether 355 copies of effective samples out of 404 copies dispatched to both the students and the teachers. The acquired information was processed and analyzed with the software package “SPSS for Window 11.01.” Thus, by reviewing the literatures, the outcomes of the questionnaire and the practical experience of the researcher in education, the researcher finally came up with some practical conclusions and tangible suggestions summarized as follows:

1. Compared with other countries, Taiwan is less afflicted with the violent conflicts on campus. The outcomes of the questionnaire shows that the school at which the researcher is working is regarded satisfactorily safe and peaceful. However, in this school, the percentage of the teachers who think highly of the campus security is apparently higher than that of the senior students, whereas the percentage of the senior students who think highly of the campus security is similarly higher than that of the junior ones. 2. The family factor and the students’ personality traits should be placed the major factors oresponsibility for campus violent conflicts. 3. According to relevant theories, measures against violent conflicts should be adopted in the school management. 4. In most of the conflicts, the stronger students are the ones who provoke or bully the weaker ones. Both the offenders and the victims are mostly schoolboys. Their intentions and behaviors are simple. Yet the study indicates the recidivism rate increases along with the offenders’ age. 5. The study shows that the school authority tends to forgive minor conflicts between students, that the average punishment these students receive ranks at 6.36 warnings each and that the punishment is given according to the level of severity of each conflict. 6. The study shows that the teachers’ attitude towards the conflicts depends on the level of severity also. The more severe a conflict is, the more information or comments the teachers offered. 7. The study reveals that most of the teachers as well as the students used to have inadequate knowledge about the school’s measures against campus violent conflicts, and the male teachers usually had better understanding than the others. 8. The teachers’ cognition and concept about violent conflicts are greatly different from the students’. This indicates the weaker students have not gotten enough protection against violence yet. 9. The evaluation of the school security shows that both the teachers and the students feel quite safe on the campus, and that the teachers are more optimistic school security than the students. 10. The evaluation of the procedure for punishment shows that most of the teachers and students are not familiar with the procedure, and that not a few of the senior students have a negative attitude towards it. 11. The evaluation of the punishment shows that teachers of all ages have a positive and affirmative attitude towards the punishment, especially the male teachers. However, the male students think very little of such punishment and find it hard for them to accept it. The senior students rely even less on punishment to stop campus violent conflicts from happening than the junior ones. Therefore, the researcher hereby proposes some practical measures against the violent conflicts on the junior high school campus to both the agencies of the education administration and of the school that: 1. properly adjust the size of each school so as to evenly and effectively distribute the educational resources to satisfy the students’ needs; 2. establish discipline monitoring team in junior high schools in order to help the school with student information and management, to help the teachers recover their morale and restore the confidence of the students’ parents in education； 3. put more emphasis on the attitude of the supervision of each school towards discipline monitoring and conduct incident management training for school executive and staff, according to action research , so as to develop a school-based management system within each school; 4. increase the students’ knowledge of the statute law and help them learn to follow school regularities to improve school safety and classroom security; 5. present the result of educational research through a data bank or a data management system to enable all of the teachers to strengthen their teaching power and promote their educational performance; 6. develop a school-based educational action research method which allows each educator to become a practical action researcher. Key word:the violent conflicts on the junior high school campus