林佳範黃姵菁PEI-CHING HUANG2019-08-282014-9-252019-08-282013http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0594071107%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88445教師在教學生涯中，所需面對最重要、也最為普遍的問題就是「班級經營問題」。在教育的現場中，班級導師有義務對班級事務做妥善且有效的規劃，以提昇班級經營的效能，因此，班級經營策略的重要性不言而喻。而研究者選擇正義的觀念，帶入班級經營中，乃是針對學生諸如此類的問題出現頻繁，期盼藉由公平正義思維的建立與落實，營造理想的班級環境，裨益於導師解決班級經營的困境。 本研究將正義的觀念帶入班級經營中，採用台北律師公會出版的「美國公民教育中心（Center for Civic Education）的民主基礎系列叢書—少年版」「認識正義」的課程進行教學，以「分配正義（distributive justice）」、「匡正正義（corrective justice）」及「程序正義（procedural justice）」為範疇，實施於國中七年級的班會及彈性課程，再將公平正義的思維落實於班級幹部選舉、班級幹部獎懲、班規制定、班級法庭及座位和打掃工作的討論與安排等各項班級經營的事務。研究者透過行動研究，採取質性研究的方法，以觀察記錄、訪談、文件資料等方式進行資料的蒐集、資料的整理、詮釋和分析，以瞭解正義的觀念帶入班級經營的模式對學生的影響及導師的改變及專業成長。 綜合研究發現，歸納結論如下： 壹、正義的觀念帶入班級經營的困難與省思 一、困難 （一）在教學上會面對教師專業、家長關切、學生學習及課程安排的困難 （二）班級常規經營會面臨與科任老師和行政人員輔導管教的歧異 （三）班規制訂的耗時 （四）學生礙於人際關係影響班級法庭的運作 二、省思 （一）應培養學生參與公共事務的能力 （二）教師要有接受學生挑戰權威的勇氣、培養溝通說理的能力，並營造 開放理解的氛圍 （三）班級法庭適合處理班級的公共事務 （四）班級環境經營需照顧到特殊個案的需求 貳、正義觀念帶入班級經營對學生的影響 一、正義課程對學生有正面的影響 二、正義概念落實於其他班級行政事務 三、學生自治的落實，但對風紀股長有更多的期許 四、學生能為自己負責，匡正正義發揮效果 五、學生對於透過程序正義落實分配正義所進行的班級事務都能表示公平 參、研究者在行動歷程中有所改變與成長 一、班級經營以學生為中心，教師成為引導者 二、輔導管教態度趨向民主，師生關係較為和諧 最後提出結論與建議，供教育行政機關、教師做為參考。The paramount and the most common problem faced by a teacher during his or her teaching career is the problem of class management. In real teaching practice, it’s the homeroom teacherr’s obligation to promote the class management efficiency by proper and effective plan of class affairs. Thus, the importance of the strategy of class management is self-evident. With the frequent emerge of such problems among students, researchers choose and introduce the concept of justice into class management, expecting to establish an ideal class environment and contribute to the homeroom teacher’s settlement of class management problem by construction and implementation of the thinking of justice and fairness. This research introduced the concept of justice into class management and used the foundational book series of democracy of Center for Civic Education----Junior Edition of Recognizing Justice, published by the Taipei Bar Association, as a curriculum to conduct teaching activities. With the category of distributive justice, corrective justice and procedural justice, class meeting and flexible courses were developed in Grade seven in junior high school, then the concept of fairness and justice was introduced in every discussion and plan of class management affair such as class cadre election, the class cadre rewards and punishment, class rule stipulation, class court as well as seats and cleaning. Trough action research and the method of qualitative research, data was collected, sorted, explained and analyzed by researchers by way of observation records, interviews and file data so as to understand the impacts of class management mode with justice on students as well as the change and professional growth of the homeroom teacher. This study provides some conclusions as follows: Ⅰ Difficulty and reflection of introducing concept of justice into class management 1 Difficulty (1) Difficulties of Teaching profession, parents’ concern, students’ learning and curriculum arrangement will be faced during teaching process. (2) The regular class management will face the disputes of coaching discipline from subject teacher and administrative staff. (3) The time-consuming stipulation of class rules. (4) Students’ lack of interpersonal relationship effecting the operation of class court. 2 Reflections (1) Students’ ability of participating in public affairs should be cultivated. (2) Teachers’ should have the courage to accept challenges from students, cultivate the ability of communication and reasoning as well as establish an open and understanding environment. (3) Class court is suitable for the settlement of class public affairs. (4) The needs of special case should be taken into consideration in class environment establishment. Ⅱ The impacts of introducing justice into class management on students 1 The course of justice has positive impacts on students. 2 The concept of justice should be imbedded into other administrative affairs of class. 3 Implementation of students’ autonomy with more expect on discipline chief. 4 Students are self-responsible and corrective justice can play better role. 5 Fairness of class affairs conducted through procedural justice to implement distributive justice should be shown by students. Ⅲ Researchers undergo change and growth through the action process. 1 Class management focuses on students, while the teacher act as a guide. 2 The attitude of coaching discipline is intended to be democratic and the teacher and student are in harmonious relationship. Finally, the study provides conclusions and suggestions for the education authority and teachers.正義班級經營justiceclassroom management