國中國文科任教師班級經營策略之研究

• Main Author: 徐婉綺
• Other Authors: 張民杰
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/49995032974488627133

碩士 === 國立臺灣師範大學 === 教育學系 === 104 === This study aims to investigate the classroom management strategies of junior high school subject Chinese Teachers. The objective are: firstly, to study the significance and responsibility of junior high school subject Chinese teachers ; secondly, to understand the classroom management strategies of junior high school subject Chinese teachers; thirdly, to analyze the differences of classroom management between the homeroom Chinese teachers and subject Chinese teachers; and lastly, to conclude and give suggestions as references for both junior high school teachers on the scene and teacher training institutions. This research adopts qualitative research methodology on four Chinese teachers as research participants, collects materials by interviews, observations and document analysis, and proposes a summary and an analysis. The thesis, based on literature reviews, discussion and discovery, presents following conclusions: 1. Junior high school Chinese teachers consider that the significance of classroom management is to take charge of the classroom while the teachers cultivate students’ personality, attitude, and self-discipline; that responsibility of classroom management is to focus on the aspect of teaching management. 2. The Chinese teachers deal with classroom-disciplines issues in junior high school mostly during Chinese courses by both prioritizing taking care of majority students and interpreting these issues through the lenses of empathy and kindness. If Chinese teachers believe that it is necessary for homeroom teachers to rehandle the issues or give counseling, they will inform homeroom teachers. 3. The Chinese teachers manage to execute teaching schedule and progress by changing the pace of lecturing and arranging the Chinese class materials. Also, Chinese teachers employ group competitions and discussions to enhance students’ motivations and participation. Moreover, the teachers combine the Chinese class content with reading, stories and multi-media materials to tug at students’ heartstring, immerse them into content of classes, and foster class morale and learning atmosphere. 4. The Chinese teachers understand students’ situation by observing them in class, their exam books and their composition books. Then, the teachers used to using words to respond to students’ needs and resolve conflicts. Besides, they contact with students’ parents through homeroom teachers or by wisely using communication skills. 5. Homeroom teachers serve as the first line on classroom discipline, while subject teachers are usually observers at the start. In homeroom, the teaching schedule is easily delayed since homeroom teachers have to regularly handle classroom chores. Accordingly, subject teachers have no additional time to use or catch up their schedules. Lastly, homeroom teachers are very close with students, and therefore very likely to be influenced by accumulated emotion, precisely from this close relation. Meanwhile, the relation among subject teachers and students is relaxed and unrestrained, which makes subject teachers more able to objectively deal with students’ problems.