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Kooperationen im Vorbereitungsdienst zu "Sprachbildung". Evaluation einer Qualifizierungsmaßnahme ...
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus
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In: KiTa aktuell. Bayern 32 (2020) 10, S. 241-243 (2020)
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Kooperationen im Vorbereitungsdienst zu "Sprachbildung". Evaluation einer Qualifizierungsmaßnahme
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In: Journal für LehrerInnenbildung 20 (2020) 4, S. 68-77 (2020)
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus ...
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Non ignarus docendi. Impulse zur kohärenten Gestaltung von Fachlichkeit und von Mehrsprachigkeitsdidaktik in der Lateinlehrerbildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 254 S. (2019)
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La revitalización de la lengua embera en Colombia: de la oralidad a la escritura
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 2, 2017 (Ejemplar dedicado a: Las lenguas amerindias en Iberoamérica: retos para el siglo XXI), pags. 58-76 (2017)
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ЛИКВИДАЦИЯ МАССОВОЙ НЕГРАМОТНОСТИ НАСЕЛЕНИЯ ДАГЕСТАНА, КАБАРДИНО-БАЛКАРИИ, СЕВЕРНОЙ ОСЕТИИ И ЧЕЧЕНО-ИНГУШЕТИИ В 20-30-Е ГГ. XX ВЕКА: ПРОБЛЕМЫ, ВЗАИМОДЕЙСТВИЕ
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高雄市國小導師班級常規經營策略之調查研究 ; A Study of the Strategies of the Classroom Discipline and Management Elementary School Homeroom teachers in Kaohsiung
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Abstract:
本研究旨在探討國小導師班級常規經營之策略，及遭遇的難題和應對方式，採問卷調查法和訪談法進行研究調查。本研究以高雄市國小導師為研究對象，自編「高雄市國小導師班級常規經營策略調查問卷」，進行調查研究，有效問卷為329份，蒐集的資料以次數分配、百分比描述性統計、卡方同質性檢定進行處理。根據問卷調查結果擬定「高雄市國小導師班級常規經營策略調查」之訪談大綱，抽取6位高雄市國小導師進行訪談。研究結果如下：壹、目前高雄市國小導師訂定班級常規主要之採取方式，主要為「自行訂定，仍與學生討論與修訂之」，百分比為49.2%，不同背景變項受訪者的意見並無不同。貳、目前高雄市國小導師在班級常規之教導方法，主要為「在開學時就持續不斷於班級活動中叮嚀或提醒」，百分比為86.6%，不同背景變項受訪者的意見並無不同。參、目前高雄市國小導師實施班級常規的方法，主要為「適當且立即處理學生正在顯現的不當行為」，百分比為65.0%，「16~20年」選擇同意的比例明顯高於「2年以下」、「11~15年」的受訪者。肆、目前高雄市國小導師採取獎勵方式，最常使用社會性的獎賞，不同背景變項受訪者的意見並無不同。伍、目前高雄市國小導師對學生違規行為處理的方式，主要為「個別談話與輔導」，百分比為84.8%，女性導師選擇同意的比例明顯高於男性導師。陸、目前高雄市國小導師較常使用的親師溝通技巧，主要為「坦白、客觀、中性的描述孩子的問題，以正向樂觀態度期許兒童行為、學習表現。」，百分比為55.9%，不同背景變項受訪者的意見並無不同。柒、目前高雄市國小導師在班級常規經營上遇到的難題，家長方面：與之無法達成共識、打電話來質問孩子狀況時口氣不佳；學生方面：特殊生的狀況、物質性獎賞不符合期待、屢勸不聽。根據研究結果，對國小導師、家長、學校行政、及未來研究提出建議，以供相關人員參考。 ; The purpose of this study is to explore the strategies of the classroom discipline and management of elementary school homeroom homeroom teachers in Kaohsiung and to identify the problems that homeroom teachers encounter and coping style of homeroom teachers when implementing classroom discipline. This study designed a questionnaire based on survey method, and obtained 329 valid questionnaires which were analyzed by statistical analytical methods: frequency distribution, test of homogeneity proportions, and percentage described statistics. According to the analyzed results of the questionnaire, interviews were conducted to select six homeroom teachers in Kaohsiung randomly as samples. According to the result of the data analysis, significant results were as followed:1. According the collected data, the main strategy of setting classroom disciplines is “set disciplines by homeroom teachers and discuss or revise them with students”, which accounts for 49.2 percentage, and shows no significant difference among interviewees' background variables.2. For teaching methods of classroom discipline and management, most homeroom teachers prefer to use the strategy: “Constantly remind students in class activities in new semesters”, which accounts for 86.6%, and shows no significant difference among interviewees' background variables.3. For implement of classroom disciplines and management strategies, most homeroom teachers prefer to use the strategy: “Handle behavioral problems with proper and instant attitude”, which accounts for 65.0%. On this strategy, homeroom teachers who have taught for 16-20 years have apparently higher agreement more than ones who have taught for 11-15 years and ones who have taught under two years.4. For ways of rewards, most homeroom teachers prefer to three ways, and the most frequent way is social rewards, which shows no significant difference among interviewees' background variables.5. For behavioral problems handling, most homeroom teachers prefer to handle in this strategy: “Individual counseling and conversations”, which accounts for 84.4%, and female homeroom teachers shows apparently higher agreement more than male homeroom teachers.6. For the frequent teacher-parent communication skills, most homeroom teachers prefer to use this strategy: “Be objective to describe students’ problems and be positive to express homeroom teachers’ expectations about behavior performance”, which accounts for 55.9%, and shows no significant difference among interviewees' background variables.7. For the difficulties homeroom teachers encounter on classroom discipline and management, there are two situations. In the aspect of parents, homeroom teachers and parents didn’t reach agreements, and parents were frustrated to inquire about their students’ performance. In the aspect of students, there are certain special conditions for students with special educational needs, or homeroom teachers’ rewards couldn’t meet students’ expectations, or the students didn’t correct behavior problems after continuous instructions.This study can offer recommendations for elementary homeroom teachers, parents, educational authorities and relating researches to understand the current situations and provide a reference for further research.
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Keyword:
misbehaior management;elementary school homeroom teachers;classroom discipline and management;parent-teacher cooperation; 不當行為處理;國小導師;班級常規經營;親師合作
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URL: http://140.127.82.166/handle/987654321/17738
http://140.127.82.166/bitstream/987654321/17738/-1/103NPTU0212002-001.pdf
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Towards global identities: internationalization of teacher training at the Heidelberg University of Education
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In: Carlsburg, Gerd-Bodo von [Hrsg.]; Vogel, Thomas [Hrsg.]: Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt. Frankfurt, M. : Lang 2014, S. 81-90. - (Baltische Studien zur Erziehungs- und Sozialwissenschaft; 28) (2014)
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Towards global identities: internationalization of teacher training at the Heidelberg University of Education ...
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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Christiane Brokmann-Nooren / Iris Gereke / Hanna Kiper / Wilm Renneberg (Hrsg.): Bildung und Lernen der Drei- bis Achtjährigen. Bad Heilbrunn: Klinkhardt 2007 (400 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 7 (2008) 2 (2008)
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A Study of the Factors Which Influenced the Perception of Cooperation Between County Extension Agents and Vocational Agriculture Teachers in Nebraska
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In: Theses, Dissertations, & Student Scholarship: Agricultural Leadership, Education & Communication Department (1986)
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Inside a school-university partnership : Participation in a community of practice as professional growth
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