國民小學多元文化族群學生學習困境脈絡下教師韌性與幸福感之研究

A Study of Teachers' Resilience and Well-being in the Context of the Learning Difficulties of Students from Multicultural Ethnic Groups in Elementary Schools

本研究旨在探討專題式學習運用在國小五年級環境教育課程的實踐歷程，以及透過自編環境教育素養量表了解學生之學習成效，自112年10月至12月以Big6技能作為教學步驟進行二循環20節課程，透過環境素養量表、Big技能評量表、教師省思札記、課堂觀察紀錄、訪談紀錄、Big6學習單等多方面的資料，進行綜合本研究在探究國民小學多元文化族群學生學習困境形成原因與因應策略、學生學習困境脈絡下之教師韌性與教師幸福感現況與關係。以個案研究紮根理論方法進行訪談、編碼和分析探究，選取新北市與桃園市國小教師計6校13人為對象。研究發現：一、多元文化族群學生學習困境脈絡下，教師因應韌性有：正向情緒管理、良好人際關係、情境與資源支持、提升專業成長、工作成就滿足以及良好親師溝通。二、教師提升幸福感策略有：善用成功經驗激勵、團隊合作與團隊支持、專業認同與專業提升、正向特質與使命感，以及不斷自我超越、反思。三、在多元文化族群學生學習困境下，提升教師韌性可有效增進教師幸福感，兩者有直接相互影響關係。

 

This study explores the causes and coping strategies of students’ learning difficulties in multicultural ethnic groups in national primary schools, and the current situation and relationship between teachers’ resilience and teachers’ well-being in the context of students’ learning difficulties. A total of 13 teachers from 6 schools in New Taipei City and Taoyuan City were selected. The results show that: 1. In the context of the learning difficulties of students from multicultural ethnic groups, teachers’ resilience includes: positive emotion management, good interpersonal relationships, situational and resource support, improved professional growth, job achievement satisfaction, and good parent-teacher communication. 2. Strategies for teachers to improve their well-being include: making good use of successful experience incentives, teamwork and team support, professional identity and professional improvement, positive traits and sense of mission, as well as continuous self-transcendence and reflection. 3. Under the learning dilemma of students from multicultural ethnic groups, improving teachers’ resilience can effectively improve teachers’ well-being, and the two have a direct mutual impact.