中小學專家教師班級常規策略之分析與比較

An Analysis and Comparison of Classroom Discipline Strategies of Expert Teachers in Primary and Secondary Schools

本研究依照六項指標，找出班級經營成效良好的高中職、國中小專家教師共63胃，作為研究對象，藉由14場焦點團體訪談，瞭解其班級常規的建立和維持策略。研究結果發現：1.開學初的常規策略，專家教師會站在學生的立場，讓其安心與信任，協助學生瞭解階段目標，並熟悉老師、同學和學校環境；2.班規制定的策略，專家教師都不會一股腦兒在開學之初針對班歸咎有詳細的規定，而會配合作息和當下情境逐步講解，先給大原則，再配合自然法則，掌握討論班規的時機，加以討論行程；3.專家教師的常規維持策略，除了獎勵和懲罰之外，較偏向於低度教師控制取向的策略，包括預防性策略，運用團體榮譽感和團體討論、機會教育、個別談話、通知家長等，且保持策略運用的彈性；4.專家教師會因為學生所處的教育階段、學校性質、年齡與身心發展，而調整其常規策略，例如：小學叫強調特定班規，張貼出來並不實提醒；國中以上強調一般班規，叫不重視條文化和是否張貼出來；5.獎勵多於懲罰，在獎勵方面，中小學老師都會運用社會性、活動性、和物質性獎勵，只是小學運用較多教師設計的代幣制；而國中以上則是配合校規的嘉獎或警告等方法。

This study aims to explore the classroom discipline strategies of sixty-three expert teachers in primary and secondary schools by six indicators. The research method adopted focus group interviewing. The results of study were as followed: Firstly， in the new semester beginning， expert teachers considered about every thing on the side of students. Let they settle down and trust teachers. Expert teachers assisted students to find out the educational goal were familiar with the teachers classmates and school environment. Secondly， expert teachers didn’t set the rules completely as soon as possible. They explained to students on the daily schedule and real situation. Putted the general principles at the first， connected with natural law， and discussed the rules in timing. Thirdly， besides rewards and punishments， expert teachers adopted some low teacher control approach strategies to maintain classroom discipline. These strategies included of the prevention the sense of group honor， group discussion， chance education， personal counseling， and communicated to parent. The application of these strategies was flexible. Fourthly， expert teachers modified their discipline strategies to consider the educational stage， the properties of the different schools， age and psychological development of students. For example， the expert teachers of primary schools relatively emphasized the particular procedures， putted up and reminded frequently. The expert teachers of secondary schools emphasized general class rules， but didn’t pay attention to form tenets. Fifthly， all of the expert teachers used rewards more than punishments. The expert teachers of primary schools very often used the token system designed by themselves， but the expert teachers of secondary schools adopted this strategies to connect with the school rules.