滴水穿石：偏遠地區國小教師實踐正向管教於弱勢學童之個案研究

Like a River Carves a Stone - A Case Study on the Practice of Teachers' Positive Discipline Strategies for a Disadvantaged Student in the Remote Area

本文以研究者與班上孩子的互動為主軸貫穿整個故事，以個案研究法為基礎，藉由傾聽和觀察學生的行為，彙整相關人員的對談內容與文件，訪談與觀察進行資料蒐集。其後以整合偏遠地區弱勢學童教育問題、文化資本與社會資本概念為分析視角，藉著親師生的敘說，期望突破教師中產階級屬性，解構偏遠地區的教育問題，並發展出有效正向管教教學輔導計畫及策略，提出學童之問題植基於其個別背景環境，對應之正向管教策略須依情境訂立並滾動修正之結論，並提供建議給相關單位參酌，希冀在瞭解學童教育問題與個案教師的實務運作後，對偏遠地區弱勢學童的教育有所助益。

"Based upon a series of interactions between the researcher and students, this study examines the educational issues of remote areas in Taiwan. In the spirit of case study method, we compile data from direct listening, observations, and interviews of students, teachers, and parents. These narrative data are then analyzed through the lens of cultural and social capital as well as the educational problems of disadvantaged students in remote areas. Our approach of using first-hand descriptions from different parties is expected to break through teachers' middle-class mindset and decompose the educational problems of remote areas. We find that students' problems are rooted in their specific background, environment, and experiences; and hence, strategies for positive discipline should be developed and revised accordingly. Finally, we propose effective instructional strategies for positive discipline and counseling and offer several suggestions for educators' and policymakers' references. Hopefully, the subsequent implementation and feedback of these testable strategies can enhance our understanding of educational issues in remote areas and eventually benefit the disadvantaged students there."