| dc.contributor.advisor | 秦夢群 | zh_TW |
| dc.contributor.author (Authors) | 朱賡忠 | zh_TW |
| dc.creator (作者) | 朱賡忠 | zh_TW |
| dc.date (日期) | 2005 | en_US |
| dc.date.accessioned | 25-Apr-2010 15:48:36 (UTC+8) | - |
| dc.date.available | 25-Apr-2010 15:48:36 (UTC+8) | - |
| dc.date.issued (上傳時間) | 25-Apr-2010 15:48:36 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0092911002 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/39153 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 學校行政碩士在職專班 | zh_TW |
| dc.description (描述) | 92911002 | zh_TW |
| dc.description (描述) | 94 | zh_TW |
| dc.description.abstract (摘要) | 本研究旨在探討臺北市立國民中學自訂「教師輔導與管教學生辦法」的過程，瞭解其實施的現況，學校處理學生問題時所遭遇的困境，實施「零體罰」及「解除髮禁」所造成的衝擊，並提出改善策略與建議，俾供教育主管機關、學校行政與教師參考。研究內容包含文獻分析與深度訪談等兩種方法。其中文獻分析的部分，首先探究輔導與管教之法規與適用及其內涵與救濟，然後以英、美為例，探究其他國家之輔導與管教辦法，對照我國過去在相關議題部分之研究文獻。至於深度訪談部分，則以教育主管單位及臺北市各型學校抽樣，選出與本研究問題之業務有直接相關的教育工作者共39人進行深入訪談，將訪談內容加以分析並提出建議。本研究主要發現如下：一、 各校訂定本辦法時，均能夠遵循國民教育法、行政命令等相關法規，依法定程序與精神辦理。二、 學校學生常發生之偏差行為可分為四類，包括：學習態度不佳、生活常規不良、違規行為、違法行為等四大類型。三、 學校在實施本辦法時所面臨的困擾，主要來自：辦法本身的不週延、學生人格特質、家庭因素或學區環境影響、家長的態度、學校行政的效能、以及教師的專業知能等。四、 「零體罰」政策部分，教育主管單位、校長、訓導人員、輔導人員、教師、家長等，角色職責不同，其看法分歧，亟待整合。五、 「解除髮禁」政策部分，教師期待學生自律與自愛，能自我澄清髮禁的意義與價值，不要為追求外表的特色而迷失了自我。六、 受訪者提出多項看法，針對不同困擾的因素，提供各種改進的意見與建議，以提供各相關業務人員參考使用。 | zh_TW |
| dc.description.abstract (摘要) | This research focuses on the process in which junior high schools in Taipei develop individual “regulations of student guidance and discipline by teachers,” in an attempt to understand the current execution of those regulations, the predicament that the school administrators might encounter when dealing with students’ problems, and the impact of implementing “zero corporal punishment” and “lifting of the ban on hairstyle,” at the same time proposing strategies and suggestions for improvement, which may serve the educational administration, school administrators, and teachers for future reference.This study adopts two approaches—the review of literature and an in-depth interview. In terms of literature review, we first examine current regulations of guidance and discipline, also exploring their inherent compensatory mechanisms. Then, in the light of our studies on some cases of guidance and discipline methods in such western countries as Britain and the US, we re-examined research on relevant issues done by scholars in Taiwan in the past. And for the in-depth interview, we choose among education authorities and junior schools of all sizes in Taipei, and base our study on a sample of totally 39 educators directly related to our research question. An analysis of the result of the interviews is made, and suggestions offered accordingly. The main findings of this research are as follows:1. In making the aforementioned regulations, the school administrations are able to abide by the Statute of Civil Education and related governmental codes, executing such regulations within the confines of legality and justice.2. Common deviant behaviors among junior high students can be categorized into 4 major types—bad learning attitudes, awful daily routines, behavior against regulations, and behavior against the law.3. The problems schools face when executing such regulations are mainly due to: the inadequacy of the regulation per se, the students’ personalities, the influence of family or learning environment, parents’ attitude, effectiveness of school administrations, and the teachers’ professional knowledge and abilities. 4. In terms of “zero corporal punishment,” there are separate roles to play for education administrators, principals, school discipline staff, school guidance staff, teachers, and parents, and their ideas about this policy differ greatly and need to be integrated.5. As for he policies on lifting the ban on hairstyle, the teachers expect their students not only to exhibit self-discipline and self-respect, but also to appreciate the meanings and values of the ban on hairstyle instead of blindly seeking beautiful appearances while losing their selves.6. The interviewees offer various viewpoints on how different kinds of problematic situations can be improved, thus providing related educational administrators with future references. | en_US |
| dc.description.tableofcontents | 第一章 緒論第一節 研究動機與研究目的……………………………………………1第二節 研究意義與研究價值……………………………………………3第三節 研究範圍與名詞釋義……………………………………………9第二章 文獻探討第一節 探究輔導與管教之法規與適用………………………………13第二節 探究輔導、管教之內涵與救濟………………………………20第三節 探究英、美國之學生輔導管教制度…………………………25第四節 探究我國教師輔導管教之相關問題…………………………49第三章 研究設計與實施第一節 研究架構………………………………………………………55第二節 研究方法..……………………………………………………57第三節 研究對象………………………………………………………58第四節 研究工具………………………………………………………60第五節 實施程序………………………………………………………61第六節 資料分析………………………………………………………62第四章 結果分析與討論第一節 國民中學教師輔導與管教學生辦法訂定之探討……………64第二節 學校實施「教師輔導與管教學生辦法」的現況……………72第三節 處理學生問題時所遭遇的困難………………………………82第四節 「零體罰」與「解除髮禁」政策所造成的衝擊……………92第五節 改善策略與建議……………………………………………103第五章 結論與建議第一節 研究發現……………………………………………………113第二節 研究建議……………………………………………………118 參考文獻一、中文部分………………………………………………………………123二、西文部分………………………………………………………………124附錄一、 部頒教師輔導與管教學生辦法（民國86年07月16日頒佈、民國92年10月16日廢止）……………………………………………125二、 學校訂定教師輔導與管教學生辦法注意事項（教育部94年9月12日公佈）……………………………………………………………130三、 臺北市各級學校落實教師輔導與管教精進方案作業規定………131四、 受訪者資料一覽表…………………………………………………135五、 臺北市國民中學教師輔導與管教學生的現況與問題之研究訪談問卷………………………………………………………………………137六、 訪談紀錄，共39份……………………………………………….139 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0092911002 | en_US |
| dc.subject (關鍵詞) | 輔導與管教 | zh_TW |
| dc.subject (關鍵詞) | 零體罰 | zh_TW |
| dc.subject (關鍵詞) | 解除髮禁 | zh_TW |
| dc.subject (關鍵詞) | guidance and discipline | en_US |
| dc.subject (關鍵詞) | zero corporal punishment | en_US |
| dc.subject (關鍵詞) | lifting the ban on hairstyle | en_US |
| dc.title (題名) | 臺北市立國民中學教師輔導與管教學生現況與問題之研究 | zh_TW |
| dc.type (資料類型) | thesis | en |
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