| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育學系在職進修碩士班 === 96 === The purposes of this study were to explore the relationship between classroom management style and classroom climate in vocational fisheries and marine high schools. To fulfill the research purposes, the study reviewed literatures about theories of classroom management style and classroom climate was adopted to form the basis of this study. A questionnaire survey was also used to collect the empirical data of this study.
There were 59 teachers and 1013 students sampled from 5 vocational fisheries of marine high schools and 2 comprehensive high schools, who responded on two instruments, "Inventory of Classroom Management Style ", "Classroom Climate Scale".
The statistics procedures employed for the results of the survey about the distribution of the basic data were the Frequency Distribution, Percentage, Means, Standard Deviation, t-test, one-way ANOVA, Scheffe Method, Pearson's Product-Moment Correlations.
The conclusions of this research were as follows:
1.The Vocational Fisheries and Marine High School teachers’ classroom management style, “Interactionalists Style,” the largest number, followed “Interventionists Style,” “Non-Interventionists Style,” are least.
2.The Vocational Fisheries and Marine High School students’ classroom climate grade is on the degree, among “Democratic Levels” highest “Order Levels,” the lowest.
3.There were significant differences in the variables of teachers’ gender, service duration, and the duty of class teachers’ time for this class on teachers’ classroom management style.
4.There were significant differences in the variables of students’ gender, departments, and schools on students’ classroom climate.
5.There were significant differences in the type of teachers’ classroom management styles on the “Order” of students’ classroom climate.
6.There were significant correlation between teachers’ classroom management style and students’ classroom climate.
The suggestions of this research were as follows:
1.Teachers should be more exchange of experience in classroom management, classroom management on the right track.
2.Teacher should care about students, encouraging participation in activities, so as to reduce the formation of undesirable classroom climate.
3.Schools should organize regular training activities to enhance professional competency of teachers.
4.School activities for more than provide a common learning platform for students to form a virtuous interaction.
5.School education and counseling for various activities to promote the healthy development of students.
6.Students should be accepted pluralistic culture values and respect for other people's accomplishments.
7.Students should be actively involved in various activities to upgrade the class cohesion and foster a positive outlook on life.
Key words: the Vocational Fisheries and Marine High School teachers’, the fisheries and marine class branch, classroom management style, classroom climate.
|
|---|
