兒童課後照顧教師運用班級團體動力之困境與可行策略

A Study of Problems and Feasible Strategies of the After-school Teachers' Classroom Management by Using Group Dynamics

本研究古在探討兒童課後照顧教師運用團體動力於班級經營的困境與可行 策略。本研究採取質性的訪談研究法，採自編半結構式訪談大綱，選取課後照顧 機構評鑑績優的七位課後照顧教師進行訪談。依據研究發現，獲得以下結論： 一、 運用班級團體動力的困境， 包括疏忽願景與規範的重要性與師生溝通互動不足， 以致班級團體凝聚力不佳﹔ 二、課後照顧教師運用班級團體動力之可行策略有四 個要項： （ 一）引導兒童共塑班級願景，以提升班級同儕整體學習動能﹔ （二） 透 過團康活動的帶領， 有助於培養師生默契、增進雙向溝通，並提升團體凝聚力﹔ （三） 引導兒童共提班級規範， 共同實踐規約， 有助於改善學童行為表現﹔（四） 建立親師生良性溝通互動途徑， 可以有效促進兒童學習成長。研究者也據此提出 相關討論與建議。

The main purpose of this study was to understand the problems and feasible strategies of the after-school teachers' classroom management by using group dynamics. Seven semi-structure interviews were conducted using an interview outline compiled for this study. The findings of this study are briefly summed up as follows: 1. The plight of the class group dynamicsincluded the lack of interpersonal communication in class groups and classgroup cohesion. It ignored the importance of vision and organizationalnorms. 2. After-school teachers could use four classroom management strategies of group dynamics. The strategies of this study were briefly summed up as follows: (l)After-school teachers could guide children in creating vision and enhancingclassmates learning ability. (2)Grouprecreational activitiescould increase understanding and interactive communication with each other，and alsoestablish class group cohesion. (3)After-school teachers could guide childrenin planning societal organization norms and improve the ability of behavior. ( 4)The after-school teachers couldestablish healthy interpersonal interaction between parents， teachers and students， to promote children's learning and growth. Finally， based on the results of the study， further discussions and suggestions were also provided.