團體歷程理論及其在教學上的應用

Group Processes Theory and Its Applications to Instruction

自從杜威著重學習之歷程及勒溫?調團體之動態關係以來,教室中的團體歷程,乃漸成為多數教育關切之主題。教室團體不是師生機械的聚合,而是師生間動態情境。教室團體的目標、凝聚、規範、結構等歷程不斷影響成員行為,造成其交互作用,因此不論課程教材如何充實,教學方法如何熟稔、教學環境如何優良:教師如未能深知教室團體的歷程、洞透其間動態關係,則無法善為運用。於是教師或有人師難為之歎,學生則有勤苦難成之感。基於上述體認,本研究之目的著重下述四項:(一)探討教中團體歷程研究之背景;(二)分析教室團體的獨特性;(三)就目標、結構、規範、凝聚四端,探討團體歷程理論及其在教學上之運用;(四)提出有效的教室團體教學策略,作為教師教學之參考。

Group processes in the classroom have been the main interests of most educators since John Dewey stressed the process of learning and Kurt Lewin emphasized group dynamics. The class as a group is not a mechanical combination, but a dynamic relationship between teacher and students. The goals, norms, structure, and cohesiveness of the classroom continuously influence its member's behavior, and support their interactions. So if a teacher doesn't really know the group processes and the dynamic relationship in the classroom, he will suffer underachievement in his teaching, no matter how well his material is prepared, how thoroughly his method is learned, and how appropriately a teaching environment is founded.
Based on the above reasons, the purposes of this research as follows:
1. Exploring the historical development of group processes research.
2. Analyzing the nature of the classroom group.
3. Investigating group processes theory and its application to teaching, on the basis of goals, structures, norms, and cohesiveness.
4. Proposing effective classroom teaching strategies for teacher reference.