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http://nhuir.nhu.edu.tw/handle/987654321/17624
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| 題名: | 零體罰教育政策執行之研究－以台中市豐原區某國中為例 |
| 其他題名: | The research of executing ＂Zero Corporal Punishment Education Policy＂--Take a junior high school in Fengyuan district in Taichung city for example |
| 作者: | 詹曉娟
Chan, Hsiao-chuan |
| 貢獻者: | 國際暨大陸事務學系公共政策研究碩士班
彭安麗
An-li Peng |
| 關鍵詞: | 體罰;零體罰;教育政策執行;零體罰教育政策;教育政策
Corporal Punishment;Education Policy;Zero Corporal Punishment;Education Policy Implementation;Zero Corporal Punishment Education Policy |
| 日期: | 2013 |
| 上傳時間: | 2015-01-05 11:06:21 (UTC+8) |
| 摘要: | 本研究旨在了解從政策執行模式的角度探討零體罰教育政策的執行情形，並且瞭解教師在執行零體罰政策時所面臨的困境。本研究採質性研究，運用文獻分析與深度訪談法，以台中市豐原區某國中教師為研究對象，選取分別擔任導師、專任教師及兼任行政人員之教師為樣本，逐一進行訪談。本研究結果如下：一、政策目標與資源方面教師都明確的瞭解零體罰教育政策是現今社會必然實行的，因此教師都會盡力配合政策的執行，但教師對於零體罰政策仍是存有許多的疑慮，在對於政策本身之相關措施及法令規章認知模糊不清，以及政策本身配套措施不足的情況下，政策在執行上仍是有其難處。二、執行組織間的溝通與執行機關特性方面學校行政單位僅透過開會時口頭宣導教師不能體罰學生，而教師往往是藉由媒體得知體罰所涉及的法律責任，因此在不觸法的情況下，教師在管教學生不良行為時，態度轉趨消極。且教師在執行零體罰政策時，亦會隨著教師的個人特質而有不同的執行成效。三、社會環境影響及執行者意向方面家長與教師對體罰的定義認知不同，因此易使親師在班級經營及管教上，產生意見相左的情形，導致家長及教師間的衝突增加，且因零體罰政策的實施，反而會使行為不當及不服管教的學生，以教師不能體罰學生為由，更加肆無忌憚的違規及頂撞教師，使得校園霸凌現象更加嚴重。 最後，本研究根據研究結果，提出對教育行政機關、學校行政單位及未來研究者之建議。
The research aims at realizing that from the angles of executing policy to discuss the situation of executing Zero Corporal Punishment Education Policy, and that realizing the difficulty which teachers will face while executing Zero Corporal Punishment Education Policy. The research bases on qualitative research, using analyzing documents and deep interviewing. Take the teachers in the junior high school in Fengyuan district in Taichung city for the interviewees, choosing ten people who are homeroom teachers, designated teachers and the teachers who are also administrative staffs for example and interview themone after another. Below is the outcome of the research:1.The goal of policy and resource: All of teachers totally know that Zero Corporal Punishment Education Policy will be executed definitely in nowadays society, so teachers will do their best to implementation to the policy. However, teachers still have a lot of doubt to the Zero Corporal Punishment Education Policy. With knowing the measures of the policy and laws vaguely, and under the situation of the lack of measures to the policy, teachers have problems with executing the policy. 2.The communication of the executives and their character: The executive of the school only orally announces that teachers cannot punish students corporally in meetings, and teachers tend to know the law and responsibility to corporal punishment via the mass media. Therefore, in order not to be illegal, when teachers discipline students about the bad deeds, their attitude turns to be negative.Furthermore, when teachers execute the Zero Corporal Punishment Education Policy, the effect is also different from teacher’s personality to another.3.The influence of society circumstance and executives’ intention: Parents’cognition to the definition of corporal punishment is not the same as teachers’, so it is very easy to have argument on managing classes and disciplines between teachersand parents, and that gives rise to the conflict between them. Moreover, because of the executing of Zero Corporal Punishment Education Policy, it makes bad and disobedient students break the rules and offend teachers more often with holding the policy, and that makes school bullying more serious. After all, according the outcome of the research, I give the advice to educational executives, school executives and researchers in the future. |
| 顯示於類別: | [國際事務與企業學系(亞太研究碩士班,公共政策研究碩士班,歐洲研究碩士班)] 博碩士論文-公共政策研究碩士班
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