運用諮詢教師制度提供教師支援之成效探究－以九十二學年度高雄縣諮詢教師制度為例－

Abstract

本研究以九十二學年度高雄縣諮詢教師制度之暫行模式，透過諮詢運作與發展的過程，探討諮詢教師制度對於個案的成效、個案教師對於此制度的評價與雙方合作情形，並探討諮詢過程所遭遇之困境及解決方式、諮詢教師對於諮詢角色與制度的評價 本研究採個案研究法，以分屬二所國小的三位個案及其相關教師為對象展開諮詢合作，其中諮詢教師亦為研究探討的對象之一。研究者藉由擔任諮詢教師角色，實際進入學校現場觀察與訪談，諮詢的進行共分五個階段：合作關係的建立、確認個案行為問題、提供行為問題介入策略、討論介入策略執行情形、觀察學生行為問題改善情形、評估介入策略執行實施成效。每一位個案的諮詢介入過程為了因應不同合作對象的個別需求，所採取的策略方案也有所差別。研究結果發現： 一、諮詢教師制度的運作是諮詢雙方共同合作的過程，諮詢雙方的角色是互動的、平等的、合作的關係。諮詢的提供需以同理心的角度考量對方的需求。 二、諮詢過程所遭遇的困境包括諮詢教師對自我能力與合作關係建立的疑慮、諮詢雙方對問題與處理的觀點分歧、個案教師對協助學生的動機薄弱、學生家庭因素阻礙諮詢成效、諮詢教師雙重職位角色的衝突、提供諮詢的時間不足及個案教師的期望與諮詢工作定位不同等，諮詢教師並針對所面臨的阻礙採取不同的因應方式。 三、諮詢教師制度雖然無法對每一個個案行為與學習問題達到改善的成效，但對於個案教師提供了資訊交流與心理支持，因此個案教師對於諮詢制度仍給予正向的評價，而諮詢教師也從角色中得到不少的成長，認為此制度有其運作的價值。 最後根據上述的研究結果，針對諮詢教師制度的運行、教育主管機關、師資培育機構以及未來研究等提出相關建議。

The purpose of this research was to analyze the development and operating process of the consulting teacher system in Kaohsiung county and to assess the effect. This research used case study research method on three students from two elementary schools.The main source of data were field observations and interviews.The research procedure included following five stages:(1)building the cooperative relationships,(2)confirming the behavioral problems of students,(3)providing teaching strategics and discussing with teachers about the teaching strategics,(4)observing the students,and (5)assessing the effects.The consulting was provided according to particular needs of each student. The research outcome were as follows: 1.The operation process of consulting teacher system depended on the cooperation of both sides.That is too provide consultation,consulting teacher should concern teacher’s needs with sympathy. 2.Results indicated that during the process of consultations, following difficulties were revealed:(1)the confusion of consulting teachers’ identity,(2)the diverse opinions from both sides,(3)negative attitudes of regular education teachers,(4)family factors of students, (5)insufficient consulting sections, and (6)conflicts between the expectation of regular education teachers and the role identity of consulting teachers. 3.The effects of the system were:(1)for students participated in this program, most students’ target behaviors were improved , but the minority still remain insufficient evidences of improvement,(2)the teachers were satisfied with the system of information exchange and psychological supports provided,(3)the consulting teachers of this research were able to promote the skills, and confirmed the value of the system.