國民中學班級經營問題及解決策略之研究

An Investigation of Classroom Management Problems and Problem-Solution Strategies at the Junior High School Level

本研究在瞭解國中導師班級經營問題，並探討解決之策略。本研究採用自編「國民中學班級經營問題調查問卷」作為調查工具，抽取臺灣省公立之國中1，378位導師為施測對象，並從中抽取六位教師為訪談樣本；另外，選取二位國中主任及二位師資培育機構教授「班級經營」科目之教授，接受有關班級經營解決策略之訪談。調查結果指出，導師在「教學經營」方面之困難程度最高，依次為「學生行為問題處理」方面、「物理環境經營」方面、「班級常規經營」方面、「人際關係經營」方面；班級經營各層面問題之處理，其困難程度，皆與「學生行為問題處理」之困難程度呈高度的相關。訪談結果顯示，班級經營問題來自多方面，包括家庭、學校、教師、文化與學生等因素；而解決班級經營問題的策略，必須多管齊下，包括學校制度與團隊、社區資源、師生關係、同儕文化、親職教育、多元的評量與課程、學生處理情緒的能力、班級氣氛、師資培育等。

This study investigated classroom management problems and problem-solution strategies at the junior high school level. Respondents in this study included 1，378 questionnaire respondents and ten of the interviewees. Six of the interviewees were classroom teachers drawn from among questionnaire respondents for in-depth interviews， two interviewees were teacher educators who taught “Classroom Management” courses in the teacher preparation institutions， and two interviewees were supervisors of the junior high schools. Survey and semi-structured interviews were employed to collect data.
The results indicated classroom teacher questionnaire respondents felt the most difficult among the five classroom management practices was “planning and conducting instruction”; the second most difficult was “dealing with student behavior problems”. Interviewees indicated that the factors causing difficulties in the classroom management were school policy， class size， family environment， student learning ability and motivation， and professional ability of the teacher and presented the following strategies to improve the practices of classroom management: (1) school policy should be flexible and based on students’ needs; (2) family-school-community collaboration is needed to deal with the problems of student problems; (3) positive teacher-student relationships， positive student peer-relationships， and good teacher-parent relationships should be established; (4) curricula of junior high school should be practical and optional; (5) each student should be provided with a success opportunity; (6)students should be taught conflict resolution; (7) teacher preparation should provide more opportunities for students to experience how to manage a class by observing， practicing， and discussing.