教師合作自編國小霸凌防治教材與教學實踐之個案研究

A Case Study of Elementary School Teacher-designed Bullying Prevention Materials and Teaching Practices

本研究採個案研究法，透過參與觀察、訪談、文件分析及問卷調查等方法蒐集資料，以了解教師合作自編霸凌防治教材之設計歷程、教材內容與實施成效。主要發現：（一）採用「教師自編教材目標模式」設計教材有按部就班之效，課程目標來自霸凌防治理論及課程要素，配合學校教育願景及道德認知發展原理加以篩選，選擇與組織後的教材尚須「轉化」成為實際課程；（二）霸凌防治教材包含「悅納自己」、「友愛同學」、「認識霸凌」及「拒絕霸凌」四大單元、八個主題，具有「推己及人」的漸進發展特色；符合選擇教材的準備原則、興趣原則、練習原則、多樣原則以及組織教材的順序性、統整性、繼續性三項規準；（三）本教材有效達成課程四大目標，減少個案班級學生霸凌事件發生，惟要發揮長期防治效果仍須師生共同努力。最後，本文依據研究結論提出若干建議。

Adopting the case study method， this research aims to investigate the process， content and effectiveness of teacher-designed bullying prevention materials. The findings are as follows: (1) The “objectives model of teacher-designed materials” was useful for the step by step designing of materials. Originated from the bullying prevention theoretical foundation and curriculum elements， the objectives were selected by the school education vision and moral cognitive development theory. The materials were to be “transformed” into actual course after selecting and organizing. (2) The bullying prevention course consists of four dimensions and eight themes， covering “accepting myself，” “being friendly to schoolmates，” “recognizing bullying” and “saying ‘No’ to bullying.” It adheres to the materials selection principles of preparation， interest， exercise and diversity as well as the materials organizing criteria of sequence， integration and continuity. All of these principles are shaped by the progressive principle of “putting oneself in another’s shoes.” (3) The bullying prevention materials effectively reduced bullying incidents and the outcome basically met the four objectives of the course. However， the teacher and students should endeavor to ensure the long term effect. Finally， recommendations are presented based on the findings and conclusions of the study.