新手導師調整班級經營策略建立良好班級氣氛之行動研究

• Main Author: 林欣怡
• Other Authors: 唐淑華
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/65617501224083139631

碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 101 === This study took the action research to explore a primary tutor teacher who modified the class management strategies to create good class atmospheres after she had faced the frustration about the class management. The researcher analyzed the key factors of good class atmospheres and divided them into two parts to explore. One was the relationship between the teacher and students, and the other was between the teacher and parents. During the exploration period, the researcher modified the class management strategies from the two parts. During the action period, according to the available strategies, the researcher kept acting and reflecting the improvements in order to find out the good strategies appropriate to the class management. To achieve the purposes of this study, the data collected by the researcher included; the students’ diary, learning sheets, interview transcripts, the researcher’s reflection, a series of interviews, observations and documentary analyses. The main findings of this study were included as follows: 1. The class management strategies to create a good relationship between the teacher and students (1) Leading students by a democratic way and fitting in with the teacher’s personal characters to find the center values which the teacher identifies herself with them. (2) Exercising the education theories on the class management. (3) Creating the relationship between the teacher and students with emotional interactions. (4) Designing different kinds of activities to increase the emotions of the teacher and students. (5) Respecting the individual differences of each student. 2. The class management strategies to create a good relationship between the teacher and parents (1) Showing great initiative in contacting and interviewing with parents, especially IV with the special needs students’ parents (2) Increasing the emotions of the teacher, students and parents by different kinds of activities. (3) Facing the questions of parents with a positive attitude. 3. The researcher’s reflection and growth (1) Being strict with students, but being emotional, too. (2) Don’t take the students’ immature reactions too seriously. (3) Each student and parents are important persons in my life. (4) Finding the models appropriate to the most students and giving some students a flexible management space. (5) Acting from problems and finding problems from acting.