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國民小學教師實施正向管教對學生正向情緒、班級氣氛與學習自我效能感之研究 = The Study on the Teacher Positive Discipline of Elementary School Students’ Positive Emotion, Class Atmosphere and learning self-efficacy

李明潔 國立臺南大學 教育學系課程與教學教學碩士班 2022[民111]

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  • 題名:
    國民小學教師實施正向管教對學生正向情緒、班級氣氛與學習自我效能感之研究 = The Study on the Teacher Positive Discipline of Elementary School Students’ Positive Emotion, Class Atmosphere and learning self-efficacy
  • 著者: 李明潔
  • 國立臺南大學 教育學系課程與教學教學碩士班
  • 主題: 正向管教 正向情緒 班級氣氛 學習自我效能感; positive discipline positive emotions class atmosphere learning self-efficacy
  • 描述: 本研究主要目的在探討教師實施正向管教策略對五年級學生在正向情緒、班級氣氛與學習自我效能感之情形與成效。本研究以「行動研究法」進行研究。研究者以110學年度臺南市某公立國民小學五年級某班級之學生為研究對象，學生共26人，研究者即為該班導師。研究者將於班級經營與師生對話中融入正向管教策略，觀察約十六週時間。 本研究量化資料以常雅珍（2004）所編製的「國小學童正向情緒量表」、翁吟甄（2011）所編製的「班級氣氛量表」，以及吳竺諭（2013）所編製的「國小學生學習自我效能量表」為研究工具；質性資料方面則會透過「學生生活週記」、研究者「教師觀察與省思札記」等資料進行分析。依研究結果獲得以下結論： 一、實施正向管教對於學生正向情緒情形良好且成效佳。 二、實施正向管教對於學生班級氣氛情形良好且成效佳。 三、實施正向管教對於學生學習自我效能感情形良好且成效佳。 　　依據上述研究結果，對於未來實施正向管教及研究提出建議，以供未來實施或研究正向管教之參考。
    The main purpose of the research is to explore the immediate effect and influence of teachers' implementation of "positive discipline" on positive emotions, class atmosphere and learning self-efficacy of fifth grade students. This research conducted with action research method. The researcher used the students in a class of the fifth grade of elementary school in Tainan City in the 110th school year as the research object. There are 26 students, and the researcher is the instructor of the class. Researcher incorporated positive discipline strategies into class management and class teaching, and observed for about 16 weeks. The quantitative research of this study analyzed to use three tools including, "Elementary School Students' Positive Emotion Scale" compiled by Ya-zhen Chang (2004), the "Class Atmosphere Scale" compiled by Yin-zhen Weng (2011), and "Study Self-Efficacy Scale for Elementary School Students" compiled by Zhu-yu Wu (2013). The qualitative research analyzed through the "Student Life Weekly" and the researcher's " Notes on Teachers' Teaching and Observation ". The following conclusions were suggested： 1. The implementation of positive disciplines have good effects and is good to students' positive emotional situation. 2. The implementation of positive disciplines have good effects annd is good to classroom atmosphere. 3. The implementation of positive disciplines have good effects annd is good to students' self-efficacy. The results provided recommendations for curriculum and teaching, and future directions or study of implementing positive discipline.
  • 出版者: 碩士論文--國立臺南大學教育學系課程與教學教學碩士班.
  • 建立日期: 2022[民111]
  • 格式: 94面 : 圖,表 ; 30公分..
  • 語言: 中文
  • 資源來源: NUTN ALEPH
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