從泳池到大海--國中初任女老師與男學生性別互動之敘事探究

Abstract

本研究以敘事探究為取徑，以解決自己與男學生的互動困難為主要目的。一方面，我向內敘說自己的成長故事與初任故事，探究家庭與學校教育對我在性別與師生關係上的形塑，以及日後對我初任時與男學生性別互動的影響；另一方面，我向外訪談六位國中經驗女老師，尋求更多的策略與男學生建立良好互動。最後，我觀看自己帶著敘說教師的策略回到國中教育現場後，我與男學生之間師生互動的轉變。 向內探究自我故事的過程中，我發現不管是家庭或是學校教育，都期望將我培育成嚴謹、乖順且凡事忍耐的性別特質；我和老師之間的師生關係，也偏向上對下的絕對權威以及疏離冷漠的互動方式。這些過去經驗所形塑出的性別特質與師生關係，使我在初任時面對男學生不同於我既有的性別特質與師生關係期待時，只會以個人權威與法制權威強制男學生合模。但是這樣的權威方式與男學生想要掌握權力的陽剛氣質又有所牴觸，因此造成更嚴重的師生衝突。 向外訪談六位國中經驗女老師與男學生的互動策略在「檯面上」與「檯面下」有所不同。檯面上，女老師為控制學生，和男學生的互動會以「比男學生還強」為主。具體策略包含：塑造陽剛形象、展現自我能力、講究原則；檯面下，女老師和男學生的互動則以「建立較平等的關係」為主。具體策略包含：對男學生多瞭解與肯定、以母親角色與男學生進行互動、融入男學生活動建立朋友關係以及師生協商找出雙贏方式。另外，六位經驗教師面對男學生帶有性意味的言語及行為，以「勇敢面對」、「出招反擊」以及「告知法律責任」為主要因應策略。六位經驗女老師與男學生的互動策略代表經驗女老師在性別特質上剛柔並濟且彈性多變。另外，現今師生關係雖仍以控制為主，但互動方式則強調亦師亦友。 帶著自我敘事探究的省思與敘說教師的具體策略，當我再次回到國中教育現場任教，我發現自己有更多的性別意識並能重構心中的師生關係。面對男學生，我也能運用更多元的互動策略以及彈性化的性別展演來促成較良好的師生互動。The purpose of this study is to solve my difficulties to interact with male students. When I was a student-teacher and beginning teacher of junior high school, I had many conflicts with my male students. I did not know how to interact with them, and I had no idea how to solve their behavioral problems. Therefore I decided to explore the struggles between my male students and me, and then I wanted to learn more strategies to interact with them. After the exploration, I used these strategies to interact with my male students, and I found some changes and critical thinking. First, I undertook narrative inquiry to analyze my past life. From my stories of family and schools, I understood more about my stereotyped gender concepts and authoritative teacher-student relationship. And From my stories of being a beginning teacher, I found the gap between my male students and me, including gender differences and expectation of teacher-student relationship. Second, I interviewed six female experienced teachers to learn how they made good interaction with their male students. In public, female experienced teachers had to control male students. To reach the goal, three strategies was usually applied: Performing masculinity, showing personal ability and emphasizing rules. In private, female experienced teachers usually praised and empathized with male students. Sometimes they played the role as mothers and sometimes as friends. In some specific case, they made it a win-win situation by negotiation. Besides, when male students challenged female experienced teachers with words and behaviors about sex, female experienced teachers would face the challenges, beat them up and announce male students the relative law and responsibility. The strategies mentioned above show the gender performativity of female experienced teachers is flexible by situation, and the relationship between teachers and students becomes more like friendship. When I coming back to school, I found something changed. I had more gender consciousness, and I restructured my teacher-student relationship. Facing male students, I can apply more strategies and flexible gender performativity to make better teacher-student interaction.