研究生: |
周淑瓊 Shu-Chiung Chou |
---|---|
論文名稱: |
國中專家/新手導師班級經營的信念、認知、行動策略與其班級經營效果之比較研究 A Comparative Study of the Belief, Cognition, Act Strategies and the Effects of Classroom Management between the Expert and Novice Teachers in the Junior High School |
指導教授: |
張景媛
Chang, Ching-Yuan |
學位類別: |
碩士 Master |
系所名稱: |
教育心理與輔導學系 Department of Educational Psychology and Counseling |
論文出版年: | 1999 |
畢業學年度: | 87 |
語文別: | 中文 |
論文頁數: | 262 |
中文關鍵詞: | 班級經營 、專家與新手教師 |
英文關鍵詞: | classroom managment, expert and novice teachers |
論文種類: | 學術論文 |
相關次數: | 點閱:633 下載:0 |
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中文摘要
本研究的主要目的在於探討國中專家導師與新手導師班級經營信念、認知與行動策略的情形,並且比較國中專家導師與新手導師班級經營效果的差異。
本研究採用訪談與觀察的方法,以國中專家導師與新手導師各一名以及69名班級學生為研究對象。本研究經由訪談資料的整理與分析,歸納出國中專家導師與新手導師班級經營的信念、認知、行動策略與其他班級經營相關內容;並且經由分析專家導師與新手導師的班級學生在「國中學生學校生活感受量表」得分上的差異,比較國中專家導師與新手導師的班級經營效果。
本研究所得到的結果如下:
一、 專家導師的班級經營信念傾向於人本主義取向,認為教育的目的是要協助學生發展健全人格;新手導師的班級經營信念同時存有人本主義取向和行為主義取向不一致的教育觀點。
二、 專家導師的班級經營認知具有人本主義取向的觀點,認為要重視情意教育,滿足學生心理需求及提昇學生自我價值感;新手導師的班級經營認知處於以學生為中心或教師為中心的矛盾衝突中。
三、 專家導師的班級經營行動策略以人本主義取向的教育觀點為基礎,能夠因應學生特質與實際情境,靈活運用不同策略。而且專家導師能夠運用生產法則,清楚辨識情境,提出有效的班級經營行動策略;新手導師的班級經營行動策略包含人本主義取向與行為主義取向不一致的教育觀點,而且新手導師雖然具備敘述性知識,但是對於程序性知識並不熟練。
四、 專家導師以積極的態度因應工作壓力與困境,並且堅持自己的教育理念;新手導師則傾向於採取逃避的方式面對工作壓力與困境;或是詢問他人的意見,而直接採用他人的建議。在遇到教學工作的困境時,新手導師往往得不到適當的協助。
五、 專家導師具有立即反應的直覺能力,能夠運用程序性知識,有效分析問題;新手導師傾向注重事件表面現象,無法深入探究問題。
六、 專家導師以自己設定的評價標準對自己的工作表現產生正向的評估結果;新手導師則以外界所設定的評價標準對自己的工作表現產生負向的評估結果,並且失去繼續教學工作的信心。
七、 專家導師能主動掌握與家長的互動關係,積極建立合作關係;新手導師缺乏與家長互動的正確態度與溝通技巧,而未能有效利用家長的協助。
八、 班級學生對於專家導師與新手導師班級經營效果的知覺,在「安排教室環境」、「建立班級規則」、「督導學生活動」和「管理學生行為」四方面具有顯著差異;但是,在「處理班級事務」和「建立和諧溝通管道」兩方面則無差異。
九、 整體而言,專家導師的班級經營信念、認知與行動策略具有一致性,專家導師對於自己的工作表現滿意,並且能夠繼續堅持自己的教育理念;新手導師的班級經營信念、認知與行動策略皆具有矛盾與不一致的部分,而無法連貫。同時,新手導師對於自己的工作表現不滿意,並且對自己的教學能力產生質疑。
最後,本研究根據研究結果,提出對於師資培育機構、國中行政機構、新手教師與未來研究的建議,以供參考。
A Comparative Study of the Belief, Cognition, Act Strategies and the Effects of Classroom Management between the Expert and Novice Teachers in the Junior High School
Shu-Chiung Chou
Abstract
The purposes of this study were: 1.to investigate the belief, cognition, and act strategies of classroom management between the expert and novice teachers in the junior high school; 2.to compare the effects of classroom management between the expert and novice teachers in the junior high school.
The methods used in this study were interview and observation. The subjects of this study were two junior high school teachers, one expert teacher and one novice teacher, and 69 students of their classes. The researcher analyzed the contents obtained from the transcript of the interviews, and summarized the findings of the belief, cognition, act strategies, and other aspects of classroom management between the expert and the novice teachers. Also, The researcher compared the effects of classroom management between the expert and the novice teachers by analyzing the data of the 69 students' scores on '' Students' Perception of School Life Scale''.
The major findings were as follows:
1.The expert teacher' belief of classroom management was apt to the humanistic approach, and the expert teacher considered the goal of education was cultivating the students' good characteristics. Meanwhile, the novice teacher' belief of classroom management consisted of the humanistic and the behavioristic approaches.
2.The expert teacher' cognition about classroom management was from the humanistic perspective, and the expert teacher contented the psychological needs of the students and raised the students' sense of self-worth. The novice teacher' cognition of classroom management was confused with the ideas between the humanistic and the behavioristic approaches.
3.The expert teacher' act strategies of classroom management was based on the humanistic approach. The expert teacher made good use of the act strategies according to the different situations and the differences of students. Besides, the expert teacher used the production rules to distinguish the situations clearly and proposed the effective classroom management act strategies. But the novice teacher' act strategies of classroom management were based on both the humanistic and the behavioristic approaches. Though having the declarative knowledge, the novice teacher was not familiar with the procedural knowledge.
4.The expert teacher confronted the stress and problems of the work in positive attitude, but the novice teacher moved away from the difficulties and the stress of the work. Sometimes, the novice teacher asked others for help and adopted their suggestions, but the novice teacher didn't get appropriate assistance at all times.
5.The expert teacher reacted to problems quickly and instinctively, and used the procedural knowledge to solve the problems. But the novice teacher focused on the surface of the problems, and didn't solve the problems efficiently.
6.The expert teacher had an evaluation criterion of her own and was contented with her works. But the novice teacher assessed herself with others' criteria. She was disappointed in herself and lost her confidence in teaching.
7.The expert teacher actively contacted students' parents, and work in close cooperation with them. But the novice teacher not having correct attitude and good communication skills didn't efficiently get any help from students' parents.
8.Students' perception of the effects of classroom management between the expert and the novice teachers was different in ''arranging classroom environment'', ''establishing rules'', ''having good communication skills'', ''managing problem behaviors'' But there were no difference in ''organizing class procedures'' and ''supervising students' activities''.
9.In summary, the expert teacher' belief, cognition, and act strategies of classroom management was apt to the humanistic approach. The expert teacher was satisfied with her performance and confirmed her belief, cognition, and act strategies of classroom management, but the novice teacher' belief, cognition, and act strategies of classroom management was inconsistent and the novice teacher suspected her teaching abilities.
According to the major findings, suggestions for the normal education, the novice teachers and future researches were offered.
一、中文部分(按姓氏筆劃排列)
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