| 摘要: | 本研究旨在探討身處於華人升學主義環境下的國小老師，承襲著華人社會文化中的倫理關係與管教態度，過去常以體罰做為管教學生的手段之一，但在全球化的過程中，受到西方人權思想和法律制度的影響，以立法的方式，禁止老師以體罰的方式處理學生問題。面對人權與自由的理念及零體罰的制度，以及避無可避的升學主義與特殊的師生關係，教師的立場經常是充滿衝突與矛盾的，在這樣的衝突矛盾中，國小教師對體罰的實踐邏輯是什麼，因應智慧為何。 為解決上述問題，本研究以質性研究為主，透過資料收集及深度訪談，以瞭解教師的實際教學情境。其次，輔以其他研究方法，如社會變遷資料庫之量化分析，與大量的歷史文獻分析，以對社會文化脈絡得到的瞭解。在社會文化脈絡與實際教學情境交錯下，瞭解教師如何透過選擇性親和性，以處理教學過程中教師的體罰問題。 研究的結果顯示，體罰或是零體罰，並非如一般大眾或是人權團體所想像的那麼單純。當舊傳統中的體罰，在人權思想的衝擊下，教師的體罰行動，不再如過去那樣的理所當然，教師的體罰行動開始產生反身性的調整，這樣的調整是理性而審慎的，在體罰或是零體罰的新傳統尚未確立前，教師的體罰行動可能是「延續 」舊傳統，但方法上卻是不斷的在拿捏分寸。教師也可能為減少爭議，而將肉體上的體罰「轉化」為精神上的體罰，希望能達到管教的目的卻又避免法律上的疑慮。教師也可能因為管教權力的限縮，而將體罰行動主動或是被動的「轉嫁」至家長、行政人員或是安親補習班。 而在整個研究的過程中，我們發現面對零體罰，教師是充滿焦慮的。師生、家長共同建構的體罰默認體制被打破，有效的管教新制度尚未建立，面對校園權力的失衡與教學現場的脫序混亂，教師常感到有心卻是無力做為。
This study examined the disciplinary views of the elementary school teachers, who live in the environment of Mandarin educational system, and social and cultural context. In the past, corporal punishment used to be one type of educating students; however, in the process of globalization, the way of how to educate students had already changed with the affection of the western humanism and the legal system. Thus, the corporal punishment is forbidden. Teachers’ situation is usually full of conflicts and contradiction with facing the idea of human rights and liberty, non-corporal punishment, Mandarin educational system and special relationship of the students and teachers. Therefore, what kind of the wisdom a teacher should acquire under this conflicting and prosodic situation is a vital issue. This was a longitudinal study. In order to understand the teachers’ authentic teaching, document collection and deeply interview were adopted with other research methods, for example, quantity analysis of social change and plenty of historical reviewing. Within the social and cultural context and authentic teaching situation, it was an efficient way to understand how a teacher dealt with corporal punishment through elective affinity. The study indicated that corporal punishment or non-corporal punishment was not a simple way that people thought. In the traditional corporal punishment, it was not rational under the conflicts of human rights. Therefore, a reflexive adjustment of corporal punishment came out. This was a rational and cautious adjustment. Before the new corporal punishment was built up, teachers always adjusted the way while they were doing the corporal punishment. In order to reduce the controversy, achieve the goal of discipline, and avoid legal worries, teachers would transform the physical corporal punishment into the spiritual corporal punishment. On the other hand, teachers would pass the corporal punishment to the parents, administrative staff or the cram schools actively or passively because of the limitation of disciplinary rights. In the process of this investigation, it was found that teachers always felt anxiety about the non-corporal punishment. While facing the breaking tacitly reorganization, non-new disciplinary systems, unbalanced campus and academic mess, teachers always filled with passion but without methods. |
