國小教師實施多層次班級經營之研究

Elementary School Teachers Implementing Multilevel Classroom Management

本研究旨在探討國小教師實施多層次班級經營之教育信念、作法以及其面臨之困境與對策，選取四位國小導師作為研究對象，經由訪談、文件資料等方式蒐集資料，針對研究資料進行描述、分析與詮釋，獲得研究結論如下：一、教師實施多層次班級經營之教育信念：成就每一個孩子，正向樂觀的思維與活潑開朗的個性、應具備同理心與不要求完美的特質、彈性的應變能力與良好的親師互動、高度的教學專業並勇於嘗試新技巧之能力與特質。二、教師實施多層次班級經營之作法：一視同仁原則下再滾動式修正常規經營；教學活動以合作學習為主，多層次教學為輔；教室情境妥善安排座位並且減少刺激；輔導活動以真誠關懷，搭起學生與家長的橋樑；因材施教，照亮每一個孩子；亦師亦友，從旁協助的人際關係。三、教師實施多層次班級經營所面臨之困境包括受家長負面情緒之干擾、班級導師負擔太重、外部支援系統不足。

The purpose of the study is to discuss the educational beliefs, practices, strategies, difficulties, and responses of teachers who implement multilevel classroom management in elementary school. Four elementary school teachers are selected as purpose samplings to conduct research. The data are collected through interviews, document analysis, etc., three conclusions are summarized as follows: (1) The educational beliefs of implementing multilevel classroom management: One belief: No left child behind; Four traits and four abilities: Teachers should possess positive and optimistic thought, lively cheerful personality, empathy, non-perfectionism characteristics, flexible adaptability and great parent-teacher interactions. Moreover, teachers should teach profession and not afraid of trying new teaching skills. (2) Teachers' practices and strategies of implementing multilevel classroom management: Teachers should treat equally and correct the errors timely. As for mainly teaching activities, teachers should mainly focus on cooperative learning and then by multi-level class management. In the classroom, teachers should arrange the seats well to reduce stimulation. Teachers also should have sincere caring and maintain good relationships between students and parents. The most important thing is to teach students in accordance with their aptitude, and be a friend with students. (3) The difficulties are the interference of parents' negative emotions, which result in the heavy burdens of teachers, and the inadequate external support system.