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| Title: | 管與不管之間 : 零體罰法制化效應之探究 |
| Other Titles: | Deciding whether or not to discipline : an investigation on the impacts of the legalization of the “zero corporal punishment” policy |
| Authors: | 李雅菁;Li, Ya-jing |
| Contributors: | 淡江大學教育政策與領導研究所碩士在職專班
歐用生;Ou, Yong-sheng |
| Keywords: | 體罰;零體罰;零體罰法制化;管教;效應;corporal punishment;zero corporal punishment;the legalization of “zero corporal punishment”;discipline;impacts |
| Date: | 2010 |
| Issue Date: | 2010-09-23 15:21:06 (UTC+8) |
| Abstract: | 零體罰法制化後，伴隨來的是對教師管教學生的規範更趨嚴密。教師在管教學生的過程中，一不小心便可能碰觸體罰的紅線，但不管教學生卻也可能因未善盡管教的責任，而淪為不適任教師，因此管與不管之間的分際教師如何拿捏，是中小學教師必須嚴肅面對的問題。基此本研究乃在探究零體罰法制化之效應。
本研究的研究方法是訪談法。主要針對臺北縣9個教育行政區的國中小各擇1位教師進行訪談。此外為對零體罰法制化後產生的效應有更全面性的瞭解，訪談對象上同時選擇訪談部分輔導老師、家長及學生。
目前多數教師都能認同零體罰的精神，但仍認為體罰的定義及界線不夠清楚、缺乏家長無法配合學校時的相關強制性作法、輔導管教人力的不足，更重要的是目前教學現場缺乏學生管教無效之後的處理方式。針對這些問題，提出本研究的建議如下：一、對教師管教策略上的建議：（一）與學生建立良好的關係。（二）與家長建立良好的互動關係。（三）增進教師本身的管教及輔導知能。（四）適時提出教師現場的需求。二、在人力部分：應設置專任輔導老師、專任心理師及社區專任社工。三、在教師研習與課程部分：（一）多辦理實務性的研習。（二）針對綜合領域的課程內容予以檢討。四、在法規部分：（一）應透過分析考核會、申評會的案例及法院判決，逐步釐清體罰的界線。（二）落實考核制度，尊重學校考核會的判斷餘地。（三）提高「學校訂定教師輔導與管教學生辦法注意事項」法的位階。（四）修正家庭教育法，訂定罰則，賦予家長責任。五、在制度部分：（一）降低班級人數。（二）各區設置輔導諮詢委員會。（三）零體罰政策配合零容忍政策一併實施。
After the legalization of the “zero corporal punishment” policy, there are more constraints for teachers in disciplining students. While disciplining students, teachers are more likely to break the law now. However, if teachers don’t do their duty of disciplining students, they might be labeled as “incompetent teachers”. Facing the above dilemma, teachers must learn how to discipline students cautiously and appropriately. Thus this study aims to investigate the impacts of the legalization of the “zero corporal punishment” policy.
Interviews were used as research method. There are nine educational administration districts in Taipei County. One junior high school teacher and one elementary school teacher were selected for interviews separately from each district. In addition, some counseling teachers, parents and students were selected as respondents in order to develop a more comprehensive understanding.
For the present, most teachers agree on the spirit of the “zero corporal punishment” policy. Nevertheless, they argue that there are some problems. First, the definition of corporal punishment is imprecise. Second, parents are not legally obligated to coordinate. Third, the counseling teachers are insufficient. Finally and the most importantly, no alternative approach is provided when teachers fail to effectively discipline students. In order to solve the foregoing problems, some recommendations are proposed as follows:
1.The recommendations in terms of disciplining and guiding strategy:
(1)Establish good teacher-student relationship.
(2)Establish good teacher-parents relationship.
(3)Enhance teachers’ professional knowledge and skills in guiding and disciplining.
(4)Request timely assistance whenever teachers feel necessary.
2.The recommendations in terms of human resource: Employ full-time counseling teachers, psychotherapists and social workers at schools.
3. The recommendations in terms of teacher education program and school curriculum:
(1)Provide more practical teacher education programs.
(2)Review the curriculum of Integrative Activities.
4.The recommendations in terms of legislation:
(1)Clarify the definition of corporal punishment by analyzing cases in the Teacher Performance Appraisal Committee, the Teachers'' Appeal Review Committee and the Courts.
(2)Respect the decision of the Teacher Performance Appraisal Committee.
(3)Put the “The Rules Mentioned for Teachers Guiding and Disciplining Students” on a legal basis.
(4)Legalize parents’ obligations and impose penalties for violations by amending the “Family Education Law”.
5. The recommendations in terms of the system:
(1)Reduce class size.
(2)Establish the Counseling and Consulting Committee in each educational administration district.
(3)Implement the “zero tolerance” policy along with the “zero corporal punishment” policy simultaneously. |
| Appears in Collections: | [Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis
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