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    题名: 國民中學三位資深男性導師班級經營之研究
    其它题名: Study on the classroom management of three senior male homeroom teachers in junior high schools
    作者: 蔡惠娟;Tsai, Hui-Chuan
    贡献者: 淡江大學教育政策與領導研究所碩士在職專班
    潘慧玲;Pan, Hui-Ling
    关键词: 班級經營;資深導師;Classroom management;Senior Homeroom Teacher
    日期: 2013
    上传时间: 2014-01-23 13:25:44 (UTC+8)
    摘要: 論文名稱:國民中學三位資深男性導師班級經營之研究 頁數:194
    校系所組別:淡江大學 教育政策與領導研究所碩士在職專班
    畢業時間及提要別:101學年度 第二學期 碩士學位論文提要
    研究生:蔡惠娟  指導教授:潘慧玲 教授
    論文提要內容:
    本研究的目的在探討國中資深男性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面臨的困難和因應之道。緣此,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,針對三位國中資深男性導師進行研究。根據研究結果,提出本研究的結論如下:
    壹、個案男性導師班級經營信念的形塑主要受到生命經驗中重要事件
    的影響
      酷叟老師因為曾經被看成弱勢的生命經驗,所以著重公平與正義的信念;定遠老師源於幼年時期的家庭教育,培養他逆來順受的心性,所以耐心成為他日後為人師表的信念;盼望老師生命中因基督宗教的影響,以愛和尊重為其核心信念。
    貳、個案男性導師班級經營信念意涵因生命經驗的影響,呈現多元面

      本研究歸納整理三位資深男性導師信念的內涵分別是:關注學生需求,強調積極性差別待遇、促進弱勢者的彰權益能;放下身段、對學生有期待;陪伴、善意對待學生、給學生改過自新的機會。
    參、個案男性導師強調尊重學生、以身示範的班級經營策略
     一、班級常規的制定:尊重學生的需要
     二、學生行為輔導:呈現溫柔寬容的態度
     三、促進學生學習:呈現多元的鼓勵方式
     四、班級物理環境的經營:營造促進學生學習的空間
     五、班級心理環境的經營:溫馨有愛的大家庭
     六、親師溝通與合作:用心經營班級,取得家長的信任並與家長建
    立良好關係
     七、老師的態度會成為學生的榜樣
    肆、個案資深男性導師有面對女性學生輔導的困難
      本研究歸納整理三位資深男性導師班級經營的困難分別是: 體育運動上較無法與學生有交流;導師的專業能力不被家長信任;在輔導女性學生時,對她們的心思較難理解。對於困難的因應,主要是以自我反思、閱讀、不同時期的生命經驗的體悟,來解決其困難。
    伍、個案男性導師對行政主管工作較無興趣,他們享受當導師的成就感與喜悅

    基於本研究的發現與結論,文末針對國中導師班級經營提出研究者的啟示:
    壹、導師應重視學生行為背後的發展脈絡
    貳、導師班級經營須創造對話的環境,用尊重代替命令
    參、導師班級經營宜以身作則,形塑良好的榜樣
    肆、導師班級經營的課題複雜多變,唯有愛與耐心,可化解難關
    伍、中小學教職工作無性別的框架,有愛心、耐心、認真都是好老師
    陸、後續研究可探討新生代、中生代男性導師

    關鍵詞: 班級經營 資深導師
    Title of Thesis: A Study on the Classroom Management of Three Senior Male Homeroom Teachers in Junior High Schools
    Key word: Classroom Management Senior Homeroom Teacher
    Name of Institute: Graduate Institute of Educational Policy and Leadership,TamKang University, Taipei, Taiwan
    Graduate date: June, 2013 Degree Conferred: Master
    Name of student:Tsai,Hui-Chuan Advisor: Pan,Hui-Ling
    蔡惠娟 潘慧玲
    Abstract
    This study explored the classroom management of three senior male homeroom teachers in junior high schools in terms of their beliefs, beliefs formation context and strategies utilized as well as difficulties faced and their solutions. A qualitative case study was conducted. Interviews as the main method, with observation and document analysis were employed to collect data. According to the investigations, conclusions are as follows:
    1.The case study revelaed that the formation of classroom management beliefs was affected mainly by the important events of life in the three senior male homeroom teachers. Mr. Kuh Soou, having experiences of being treated as disadvantaged minority, held beliefs of being fair and justice. For Mr. Dinq Yeuan, growing up in a well educated family made him resign himself to adversity and had faith to be patient in teaching work. Becoming a devout Christian, Mr. Pann Wanq changed his attitude to deal with students with love and respect.
    2.The case study indicated that the classroom management beliefs varied due to the three teachers’ different life experiences. From interviews, it was found that one teacher emphasized to mind the students’ needs and concern positive discrimination, another teacher stressed giving equal right to the disadvantaged minorities and the third teacher claimed that one should feel what student feelings, have expectation from them but have to accompany and trust them, and give the opportunities to correct their mistakes.
    3.The case study showed that the classroom management strategies were based on respect and setting role model to the students. Several aspects were covered: a) Classroom discipline should respect students’ needs. b) Student counseling should be gentle and forgiving. c) Advancing student leanings should be in multiple phases and with encouragements. d) Physical classroom management should be healthy for leaning. e) Mental classroom management should be full with warm and fragrant of family love. f) Communication between parents and teachers required a good relationship and trust. g) The behaviors of homeroom teachers would be the role model for students.
    4.The case study showed that the male homeroom teacher faced difficulties while for female students’ quidance. After reviews of the classroom management of three male homeroom teachers, there were common difficulties, such as difficult to assist students on physical exercises, not trusted by parents, hard to understand the thoughts of female students. However, they tried to handle the difficulties by means of self-reflection and reading.
    5.The case study showed that the three senior male homeroom teachers were not interested in administrative duties but enjoyed a sense of accomplishment and being a homeroom teacher.
    Based on the studies from the three male homeroom teachers, some implications were proposed:
    I.Students’behaviors should be examined from their background.
    II.The importance for classroom management is to create wealthy interaction environments, respect to the students instead of ordering.
    III.The homeroom teacher is a role model for students and is expected to be well behaved.
    IV.Classroom management is full of complexities. One should treat students with love and be patient while having problems.
    V.School teachers should be gender free, whoever having love, patient, and earnest can be an excellent teacher.
    VI.The investigation on the junior and middle-age male homeroom teachers can be continued.
    显示于类别:[教育政策與領導研究所] 學位論文

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