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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/104966

    Title: 二位國小高年級導師班級經營信念與策略之個案研究
    Other Titles: A case study of class management beliefs and strategies of two elementary school higher grader's homeroom teachers
    Authors: 許峻豪;Hsu, Chun-Hao
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    薛雅慈;Hsueh, Ya-Tsz
    Keywords: 班級經營;國小高年級導師;Classroom management;senior-class homeroom teachers
    Date: 2015
    Issue Date: 2016-01-22 14:44:33 (UTC+8)
    Abstract: 本研究的目的在探討二位國小高年級導師班級經營信念的形構背景、意涵、班級經營的策略以及其在面對的困境與因應的策略。本研究採質性的個案研究,以訪談為主,觀察與文件分析為輔,針對二位國小高年級導師進行研究。根據研究結果,提出本研究的結論如下:
    壹、 兩位個案導師的班級經營信念的形塑是受到生命經驗中重要事件的影響
    貳、 耐性且確實實踐班級經營策略
    (一) 學生方面
    (二) 家長方面
    參、 面臨班級經營各項之困境時能與針對困境找出因應策略
    This study aimed to investigate the classroom management of two senior-class homeroom teachers in elementary school in terms of their beliefs, beliefs forming context and strategies utilized as well as difficulties faced and the solutions. A qualitative case study was conducted. The data were collected and triangulated in following ways, interviews, observation and document analysis. According to the results, the conclusions are as follows:
    The case study revealed that the formation of classroom management beliefs was deeply affected by the important events of life in the two senior-class homeroom teachers. These two teachers had formed their classroom management beliefs based on the memories of their experiences of life. Teacher Da Shan had centered on his students and become a role to lean on to solve students’ problems. The other teacher, Teacher Annie was willing to keep her students of puberty company, taking care of them both mentally and physically. She was a good listener to create every possibility for students to learn.
    Their classroom management strategies were carried out thoroughly with great patience.
    For the students, both teachers had demonstrated some characters in common such as attentiveness, consideration, carefulness to tackle with issues in a macro perspective. Also they let the students shoulder the responsibilities which they were supposed to. Their classroom management strategies were practical and individualized which brought the class an atmosphere of home.
    For the parents, Teacher Da Shan made the best of the available resources to communicate with the parents and measure up the purposes. Moreover, he has earned the parents’ trust. Teacher Annie, as a mother, sympathized with the hardship which parents have to face creating a harmonious parent-teacher relation with mutual trust.
    When facing obstacles, they were able to deal with them properly. Teahcher Da Shan tried to settle down the dispute between the school and parents at the cost of his own concession. After his emotion has been peacefully restored, he took care of the psychological situation of the student in return. Handling classroom management crisis with caring and love may be time-consuming, painstaking but touching as well as everlasting. Teacher Annie faced the difficulties with toleration and empathy. She tried her best to cope with the difficult situations. If it is still beyond her reach, she will ask for support from the school administration.
    Based on love of education, teachers should pay reasonable respect to individual differences among students and become their role models. When dealing with students’ problems, patience and consideration are necessary. Moreover, as teachers, we should hold sound attitudes toward life-long learning, pursue professional development to broaden ones’ horizon of knowledge. Thus, we can guide the students to reach higher. It is good to teach, and better to educate.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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