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題名 教室中的小社會—國小班級關係氛圍與人際網絡結構分析
A Network Analysis of the Climate and Interpersonal Relationships in the Elementary School作者 李偉斌
Li, Wei Pin貢獻者 詹志禹
Zhan, Zhi Yu
李偉斌
Li, Wei Pin關鍵詞 人際網絡結構
同儕關係
社會網絡分析
師生關係
班級氛圍
集群分析
Social network
Peer relationship
social network analysis
teacher-student relationship
class climate
clustering analysis日期 2016 上傳時間 1-七月-2016 15:28:48 (UTC+8) 摘要 本研究旨在探討國小班級關係氛圍的類型以及班級人際網絡結構的現況。 研究中抽樣調查了全國54個四到六年級的班級，依據問卷所得資料進行集群分析法(clustering method)，依同儕關係、師生關係兩向度將班級自然分類成三個集群。 研究進行了不同關係氛圍班級之差異分析，研究二檢驗不同類型班級在師生關係變項上的差別；研究三採用社會網絡分析法(social network analysis)描繪班級人際網絡結構的差別。研究四班級內部的結構，進行核心邊陲分析與班級塊模型分析，研究五進行人際互動課程的實驗研究。研究後建構出診斷班級小社會的訊息，未來可提供給實務現場教師採用。 本研究所得之研究結論如下：一、國小班級內部關係品質，包含了學生之間的同儕關係、學生與教師的師生關係兩向度，共同建構班級關係氛圍，各班級區分類為低、中、高三種關係品質的班級。。二、相較於低關係班級，高關係氛圍班級在班內師生關係的標準差較小、班級內師生關係的性別差異亦小。此外，高關係班級的學童的社交計量數與自身師生關係呈現顯著相關。三、高關係與低關係班級，在人際網絡結構上並沒有顯著的差別，包含了網絡密度、EI指數、二方關係、派系數、成分數、孤離者數和比率。顯示無論班級關係品質為何，都會自然形塑而成班級小社會。四、低關係班級有幾個值得關係的議題，包含核心學生之間的互惠關係、高密度的子群之間的關係，以及核心學生與高密度學生們對於自身班級的同儕關係與師生關係，都是教師在班級經營中須特別關注的。五、進行班級氛圍的改變效果，短期課程對氛圍與人際網絡結構的改變效果並不明顯，推論需仰賴教師平時之互動與班務上的經營。
The study was to investigated the primary school’s classes. The purpose is to understand the class climate and social network of the class. The forty-four classes were in the study by random sampling from Taiwan area.Teacher-student relationship and peer relationship are treated the classification variables. The classes were divided into three categories by clustering method. 18 classes were High-quality relationship; 11 calasses were Low-quality relationship. The results are the comparison of two types of class. High-quality relationship classes have some features: Standard deviation is smaller in teacher-student relationship, the same result of differences between boys and girls. The better the relationship between popular students and teacher. Second, the two-type classes were no differences in social network model. High-quality and Low-quality classes both forming a small community in nature. From the analysis of the class entrials, Mutually beneficial relationship and the relationship between small groups were the important issues. A six-week course experimented in a class. 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國立政治大學
教育學系
97152513資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097152513 資料類型 thesis dc.contributor.advisor 詹志禹 zh_TW dc.contributor.advisor Zhan, Zhi Yu en_US dc.contributor.author (作者) 李偉斌 zh_TW dc.contributor.author (作者) Li, Wei Pin en_US dc.creator (作者) 李偉斌 zh_TW dc.creator (作者) Li, Wei Pin en_US dc.date (日期) 2016 en_US dc.date.accessioned 1-七月-2016 15:28:48 (UTC+8) - dc.date.available 1-七月-2016 15:28:48 (UTC+8) - dc.date.issued (上傳時間) 1-七月-2016 15:28:48 (UTC+8) - dc.identifier (其他 識別碼) G0097152513 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/98658 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 97152513 zh_TW dc.description.abstract (摘要) 本研究旨在探討國小班級關係氛圍的類型以及班級人際網絡結構的現況。 研究中抽樣調查了全國54個四到六年級的班級，依據問卷所得資料進行集群分析法(clustering method)，依同儕關係、師生關係兩向度將班級自然分類成三個集群。 研究進行了不同關係氛圍班級之差異分析，研究二檢驗不同類型班級在師生關係變項上的差別；研究三採用社會網絡分析法(social network analysis)描繪班級人際網絡結構的差別。研究四班級內部的結構，進行核心邊陲分析與班級塊模型分析，研究五進行人際互動課程的實驗研究。研究後建構出診斷班級小社會的訊息，未來可提供給實務現場教師採用。 本研究所得之研究結論如下：一、國小班級內部關係品質，包含了學生之間的同儕關係、學生與教師的師生關係兩向度，共同建構班級關係氛圍，各班級區分類為低、中、高三種關係品質的班級。。二、相較於低關係班級，高關係氛圍班級在班內師生關係的標準差較小、班級內師生關係的性別差異亦小。此外，高關係班級的學童的社交計量數與自身師生關係呈現顯著相關。三、高關係與低關係班級，在人際網絡結構上並沒有顯著的差別，包含了網絡密度、EI指數、二方關係、派系數、成分數、孤離者數和比率。顯示無論班級關係品質為何，都會自然形塑而成班級小社會。四、低關係班級有幾個值得關係的議題，包含核心學生之間的互惠關係、高密度的子群之間的關係，以及核心學生與高密度學生們對於自身班級的同儕關係與師生關係，都是教師在班級經營中須特別關注的。五、進行班級氛圍的改變效果，短期課程對氛圍與人際網絡結構的改變效果並不明顯，推論需仰賴教師平時之互動與班務上的經營。 zh_TW dc.description.abstract (摘要) The study was to investigated the primary school’s classes. The purpose is to understand the class climate and social network of the class. The forty-four classes were in the study by random sampling from Taiwan area.Teacher-student relationship and peer relationship are treated the classification variables. The classes were divided into three categories by clustering method. 18 classes were High-quality relationship; 11 calasses were Low-quality relationship. The results are the comparison of two types of class. High-quality relationship classes have some features: Standard deviation is smaller in teacher-student relationship, the same result of differences between boys and girls. The better the relationship between popular students and teacher. Second, the two-type classes were no differences in social network model. High-quality and Low-quality classes both forming a small community in nature. From the analysis of the class entrials, Mutually beneficial relationship and the relationship between small groups were the important issues. A six-week course experimented in a class. Only small impacts on the class climate and social network. en_US dc.description.tableofcontents 第一章 緒論第一節 研究動機與目的 1第二節 研究問題 9第三節 名詞界定 10第二章 文獻探討第一節 兒童人際關係的定義與發展歷程 14第二節 師生關係、同儕關係與班級氛圍的關聯 18第三節 兒童社交的評定與班級人際網絡結構 23第四節 社會網絡分析在教育上的研究與應用 27第三章 研究方法第一節 研究架構 32第二節 研究參與者 36第三節 研究工具 37第四節 資料分析 40第四章 結果與討論第一節 班級關係氛圍之集群分析 46第二節 班級類型中師生關係之差異分析 53第三節 班級類型中人際網絡結構之差異分析 62第四節 班級的塊模型之分析 72第五節 人際互動課程之實驗研究 88第五章 結論與建議第一節 結論 93第二節 研究貢獻 95第三節 建議 98參考文獻中文部分 101英文部分 104附錄 110 zh_TW dc.format.extent 1988071 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0097152513 en_US dc.subject (關鍵詞) 人際網絡結構 zh_TW dc.subject (關鍵詞) 同儕關係 zh_TW dc.subject (關鍵詞) 社會網絡分析 zh_TW dc.subject (關鍵詞) 師生關係 zh_TW dc.subject (關鍵詞) 班級氛圍 zh_TW dc.subject (關鍵詞) 集群分析 zh_TW dc.subject (關鍵詞) Social network en_US dc.subject (關鍵詞) Peer relationship en_US dc.subject (關鍵詞) social network analysis en_US dc.subject (關鍵詞) teacher-student relationship en_US dc.subject (關鍵詞) class climate en_US dc.subject (關鍵詞) clustering analysis en_US dc.title (題名) 教室中的小社會—國小班級關係氛圍與人際網絡結構分析 zh_TW dc.title (題名) A Network Analysis of the Climate and Interpersonal Relationships in the Elementary School en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文部分：三民辭典（1995）：《三民辭典》。台北：三民。王珮玲（2003）：《兒童氣質：基本特性與社會構成》。臺北市：心理。王珮嘉（2012）：《國小高年級師生互動之微觀政治分析》，國立中正大學課程研究所碩士論文，未出版，嘉義縣。石培欣（2000）：《國民中學學生家庭環境、同儕關係與學業成就之相關研究》。國立高雄師範大學教育研究所碩士論文，未出版，高雄市。吳齊殷（2008）：《北冥有魚、南冥有鵬：學校脈絡與友誼網絡對高中生身心發展及學習成就的影響》。國科會計畫。李彥儀（1980）：《臺北市國民中學導師人格特質、領導行為對班級氣氛之影響研究》，國立政治大學教育研究所碩士論文，未出版，台北市。李偉斌（2011）：〈國小學童在班級人際友誼網絡之初探分析〉。《屏東教育大學學報》，38期。387-415。林士乾（2005）：《國小五年級課堂內師生權利關係及成因之研究》。國立嘉義大學國民教育研究所碩士論文。未出版，嘉義縣。林世欣（2000）：《國中學生自我概念與同儕關係之相關研究》。屏東師範學院教育心裡與輔導研究所碩士論文。未出版，屏東縣。林妤容、吳文琪、李均揚、林岱嬋、江宜珍（2014）：〈台灣國中生班級社會網絡指標及位置與被霸凌經驗之關係〉。《台灣公共衛生雜誌》，33(4)，397-409。林佳瑩、蔡毓智（2006）：〈台北地區小學教育資源分佈結構地位之探討—社會網路結構地位分析之應用〉。《教育與社會研究》，11 期，71-106。林俊瑩、楊長杰（2010）：〈造成不同出身背景與社經地位的學前幼兒家長參與學校教育行為差異之因果機制：教育期望與社會網絡的中介角色〉。《台東大學教育學報》，21(1)，1-29。林美紅（2008）：《國小師生互動調適歷程之研究》。國立南華大學教育社會學研究所碩士論文。 未出版，嘉義縣。林菁惠（2012）：《故事教學對國小二年級學童人際關係影響之行動研究》。國立新竹教育大學人資處課程與教學碩士班碩士論文。未出版，新竹市。林雯菁（2001）：《國小幼兒社會計量地位與自評同儕互動關係之研究》。靜宜大學青少年幼兒福利學系碩士論文。未出版，台中市。邱世明（2011）：《國小教師教育哲學信念在班級經營中實踐之研究》。國立台灣師範大學教育學系博士論文。未出版，台北市。洪儷瑜（1998）：《ADHD 學生的教育與輔導》。台北：心理出版社。洪儷瑜、涂春仁（1996）：〈Coie & Dodge 社會計量地位分類公式之修正〉。《中國測驗學會測驗年刊》，43，103－114。張春興（1989）：《張氏心理學辭典》。台北：東華。陳奎憙（2001）：《教育社會學導論》。台北：師大書苑。陳奎熹（1990）：《教育社會學》。台北：三民。陳皎眉（2006）：人際知覺。《社會心理學》。台北：雙葉。陳靜怡、曾芳蓮（2009）：〈從社會網絡中心性探討意見領袖特質─以青少年之同儕購買網絡與人際關係網絡為例〉。《中國廣告學刊》，14，56-73。黃鈺雯（2004）：《嘉義地區國小高年級教師教學態度、師生互動與學生學習動機之關係研究》。國立嘉義大學國民教育研究所碩士論文，未出版，嘉義縣。黃德祥（1991）：〈社會計量地位分類之研究〉。《測驗年刊》，38，37-42。楊雪華（2002）：〈台北市某高中一年級學生的班級人際網絡位置與吸菸行為的關係〉。《台灣衛誌》，21(3)，164-172。楊婷雅、王珮玲（2009）：〈受歡迎與被拒絕幼兒自我知覺和同儕知覺之比較研究〉。《台北市立教育大學學報》，40卷1期，55-86。楊琬如（2011）：《人格特質、性別及學習成就對國小學童師生互動關係滿意度之研究》。國立政治大學碩士論文，未出版，臺北市。楊羅觀翠（1994）：華人社會的社區網絡。《社聯季刊》，129期，3-6。榮泰生（2013）：《UCINET在社會網絡分析(SNA)之應用》。台北：五南。熊同鑫、簡淑真、梁忠銘、蔡東鐘（2005）：《教師動手作研究：十三位行動教育工作者的研究饗宴》。台北：心理。熊瑞梅（2001）： 〈都市事件行動體系的分析：以台中市為例〉。《台大社會學刊》，29，50-110。劉賢文、王思峰（2012）： 〈以社會網絡方法分析工作世界：科系就業樣態與職能潛在通性的探索〉。《人力資源管理學報》，12(3)，51-73。顏秀真 （2000）：《受歡迎與被拒絕國小一年級兒童之行為特質與父母教養行為之比較研究》。私立靜宜大學青少年兒童福利學系研究所碩士論文，未出版。蘇國賢、呂妙芬、章英華、黃寬重（2013）：《學術自主與控管之間：臺灣人文與社會科學的學術專業化》。台北：臺大出版中心。英文部分：Asher, S. 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