表演才能班教師班級經營策略之探討--以民俗才能班為例

Abstract

這份論文的研究動機，主要是從反思我在表演才能班當學生與當老師的經驗而來。我寫這份論文主要目的如下：首先，我想瞭解民俗才能班之源起脈絡與特色；其次，我想瞭解民俗才能優異學生的特質；接著，我想知道民俗才能班的教師如何進行班級經營；最後，我想歸納研究發現，提出相關的班級經營策略，以作為相關教育人員班級經營之參考。我採取質性個案研究，運用訪談、觀察與文件蒐集等方式，從常規秩序的管理、課程教學的經營、時間空間的規劃、人際關係的經營等面向，探究兩位民俗才能班教師的班級經營策略。綜合研究發現與討論，獲得以下結論： 1.民俗才能班的班級經營策略—考量班級特性、學生特質來執行。 2.民俗才能班的常規秩序管理—經由學生自主來培訓。 3.民俗才能班的課程教學經營—透過合作競爭來提升。 4.民俗才能班的時間空間規劃—透過彈性開放來經營。 5.民俗才能班的人際關係經營—經由活動參與來營造。 根據研究發現與討論，並結合相關文獻，提出以下建議： 1.對教師經營表演才能班的建議 （1）瞭解表演才能班的班級特性與學生特質，掌握班級經營重點。 （2）藉由教師的個人特質與經驗，營造班級經營風格。 （3）保持從容態度與隨機應變，活用班級經營策略。 （4）透過日記對話與活動參與，加強學生心理輔導。 2.對後續研究的建議 （1）從表演才能班的班級文化或是親師合作，聚焦研究主題。 （2）針對長年經營表演才能班的資深教師，採取生命史研究法進行探究。

The motive for this study is due to my own experience of being a folk-sports student many years ago as well as a folk-sports teacher now. The purposes of this study are to understand the origin of the folk-sports class, to find out the features of the folk-sports class, to explore the talented students in folk-sports class, to know the strategies taken by teachers to manage the folk-sports class, and to bring up some suggestions for the future teacher to manage the folk-sports class. Through this study, I try to explore two experienced teachers with folk-sports classes and concentrate on their classroom management strategies in discipline, instruction, time, space and interpersonal relationship. The methods of data collection include observation, interviews, and document analysis. According to the study, the research findings are the following: 1.The classroom management of teachers with folk-sports classes should be based on the features of the students. 2.Developing students’ self-control abilities is the key to the discipline management in folk-sports class. 3.Encouraging both cooperation and competition is helpful to the instructional management in folk-sports class. 4.Flexibility and openness are essential to time and space management in folk-sports class. 5.Promoting participation in class activities among students, parents and teachers is helpful to the interpersonal management in folk-sports class. Finally, according to the findings above, implications and directions for future research are suggested as followed. 1.For teaching the talented students of performing arts: (1)The key to the classroom management can be acquired by focusing on the characteristics of the talented students of performing arts. (2)Teachers’ personality and experience are relevant to the style of classroom management. (3)Teachers should keep calm and flexible, and adapt themselves quickly to the actual circumstances. (4)Students’ psychological counseling can be enhanced by student-teacher communication in journal writing and by participation in class activities. 2.For future research: (1)The focus of the theme for future research can be approached from the aspects of the classroom culture, and parent-teacher cooperation in the art-performing class. (2)The classroom management of art-performing class can further be explored by applying life history approach among senior, experienced teachers.