幼兒園教師班級經營策略運用情形之研究

A Study on Kindergarten Teachers’ Implementation of Classroom Management Strategies

班級經營的成功與否，會直接影響兒童在教室的行為和學習態度，也會影響教師的教學成效。本研究以質性研究的方式，旨在了解幼兒園教師班級經營策略的運用情形。研究對象為臺灣桃園縣的七位幼兒園教師。為使研究更為客觀，研究中採用訪談計畫表、教師訪談記錄、現場觀察記錄、研究省思札記、深度訪談錄音、攝影等研究工具做為輔助。資料蒐集的時間從2008 年8 月至2009 年7 月止。研究發現，「把握關鍵時間建立教室規則」和「協助與關懷幼兒以發展正向的師生關係」，是幼兒園教師普遍會使用的策略；「掌控教學時間，活動具有緊湊性」、「安排轉接時刻，以適當的活動串聯」、「發揮空間的功能以促使幼兒主動學習」、「鼓勵家長參與協助教師課室管理」等策略的運用，則因教師的理念及年資而有所不同；此外，透過「建立學習型組織協助教師彼此在知識及行為上進行改變」，則是本研究中較少被教師們運用的策略。針對上述結果，研究者將對幼兒園教師及幼兒園主管提出具體的建議，期許能增進教師在班級經營上策略運用的實務能力。

Teachers’ classroom management is essential in the successful kindergarteneducation. It not only affects children’s classroom behavior and learning attitude butalso directly reflects the teaching efficiency. In this study， a qualitative researchapproach is applied to investigate kindergarten teachers’ classroom managementstrategies. The research object includes 7 kindergarten teachers in the TaoyuanCounty of Taiwan. The researcher interviews kindergarten teachers to understandhow they develop and implement classroom management strategies， then observesthe interactions of these teachers with children， and finally analyzes all the collectedinformation. In order to make the research more objective， the study adopts interviewforms， observing records， researcher’s reflection notes， in-depth interview recording，and photographs as tools to collect information. The information collection extendsfrom August 2008 to July 2009.The results are summarized as follows: Establishingclassroom rules during the critical time， and assisting and caring children in order todevelop the proactive relationship between teachers and children are the two mostpopular out of seven strategies that teachers are used to use. Another four strategies，including controlling the length of teaching time to make activities compact，arranging transition time by connecting appropriate activities， exploiting classroomspace function to promote children’s active learning， and encouraging parents’participation to assist classroom management， are adopted differently by teachers，depending on teachers’ personal concept and period of service. Moreover， theremaining strategy of organizing the study group to enhance teachers’ knowledge andability is seldom implemented by teachers. According to the finding， the researcherproposes to kindergarten teachers and administrators the tangible approaches ofeffectively implementing the above seven classroom management strategies.