師生互動之微觀政治研究－以一所私立中學為例

Abstract

學校本身即為一種政治組織，由於利害關係人之間意識型態與利益分配所形成的差異與不均，在正式或非正式的政治協商歷程中，會產生各式衝突或合作行為。其中，教師站在制度或成人的立場領導學生達成組織的目標，學生亦擁有自身的價值與需求，師生在班級之中存有各自立場與情境定義，為了維持其最大化的利益狀態，雙方將會採行各種行動策略試圖控制班級的運作過程，由此可見，教師與學生運用各種權力策略來解決問題與爭奪資源之歷程勢必為班級微觀政治研究所應重視的議題。 本研究主要採用參與觀察、訪談與文件分析等質性研究方式，選擇臺灣北部一所私立中學作為對象，以班級為單位，進行實徵資料的蒐集與分析。本研究結論歸納如下：（一）師生關係的建構歷程具動態性，可分為試探期、變動期與趨緩期；（二）師生互動涉及家長和行政人員之利益考量；（三）升學考量形塑出金字塔般的權力位階；（四）社會位置的區隔影響了權力策略之選擇。School is a political organization. Because stakeholders have different ideologies and interests, formal or informal political negotiation exists conflict or cooperative behaviors. Teachers are on the adults’ side to discipline students and lead students to achieve goals for organization, and students have their own values and demands. For maintaining the maximized interests, teachers and students will adopt a variety of action strategies to control the class. Therefore, exploring the teachers’ power are necessary for micropolitics. To fulfill the above-mentioned purposes, qualitative methods such as participant observation and interview are employed to collect empirical data from teachers and students in one junior high school class in north Taiwan. The major findings are as follows: (1) teacher-pupil relationship is dynamic; (2) teacher-pupil interaction involves the interests of the parents and administrators; (3) the ranks of power can be fortified with the ideology of education fanaticism; (4) the social position have an influence on selections of power strategies.